Objective To explore the effect of CBS-RISE model in teaching of the course of infectious disease nursing. Methods A total of 87 students from the midwifery program were divided into an experimental class of 43, who received CBS-RISE model based teaching for the course of infectious disease nursing, and a control class of 44 students, who were subjected to traditional teaching. Written examination scores, and critical thinking scores before and after the course of nursing students in the two groups, were compared. The experimental class students were approached at completion of the course for their evaluation of the teaching mode they received. Results After the course was opened, case analysis and scientific research design scores of the experimental class were significantly higher than those of the control class (P<0.01 for both). The clinical critical thinking ability of the experimental class was significantly improved, as proved by all the dimension scores but the self-confidence dimension in the experimental class significantly higher than the control class（P<0.05，P<0.01）; 81.40%-97.67% of the experimental class approved of 10 aspects of the teaching mode they received. Conclusion CBS-RISE teaching model helps improve the teaching effect and students′ critical thinking ability, as well as their satisfaction with teaching. 