Abstract: Objective To investigate the value of interactive combined PBL pedagogy applied to clinical nursing teaching of diabetic foot. Methods 54 clinical interns of diabetic foot were randomly divided into two groups (n =27), control group used traditional clinical teaching model, observation group used interactive combined PBL pedagogy, compared the internships teaching quality between two groups. Results The departmental rotation examination of theoretical knowledge scores, comprehensive ability scores and total scores were signifi cantly higher than those of control group, P <0.05. After teaching, self-confi dence, initiative and interpersonal scores of two groups were improved, and the scores of observation group were signifi cantly higher than those of control group, P <0.05. Addition to medical records, the rest of the clinical scores of observation group were signifi cantly higher, P <0.05. Conclusion Interactive combined PBL pedagogy applied to clinical nursing teaching of diabetic foot can effectively enhance the intern's confi dence, inspire their learning initiative and improve the quality of clinical teaching.