Abstract: Objective　To explore the effect of anchored instruction combined with Gibbs reflective cycle on the intervention outcomes for nursing students (hereinafter referred to as nursing students) in emergency critical care nursing course.Methods　Nursing students from Beijing Health Vocational College, Class of 2019 (30 students) and Class of 2020 (30 students), who were interning at Beijing Anzhen Hospital, Capital Medical University were selected as research subjects. The 2020 class was designated as the combined teaching group, while the 2019 class served as the traditional teaching group. The traditional teaching group used traditional teaching methods, whereas the combined teaching group used anchored instruction combined with Gibbs reflective cycle. The study compared the learning outcomes, classroom effect evaluations, and satisfaction results between the two groups of nursing students.Results　The combined teaching group achieved theoretical and practical scores of (83.3±6.9) points and (94.2±2.1) points, respectively, higher than the traditional teaching group's scores of (52.5±9.7) points and (85.2±4.3) points. The evaluation of teaching effectiveness and satisfaction in the combined teaching group was also higher than in the traditional teaching group, with the differences being statistically significant (P＜0.05).Conclusion　The application of anchored instruction combined with Gibbs reflective cycle in emergency critical care nursing courses can improve nursing students' academic performance, satisfaction, and recognition of teaching effectiveness.

Key words: anchored instruction, Gibbs reflective cycle, emergency critical care, nursing student education