Objective To explore the effect of maker education applied in teaching of aseptic techniques for undergraduate nursing students in the operating room. Methods A total of 83 undergraduate nursing students were randomized to a control group of 41 or an experimental group of 42, receiving either usual teaching or maker education for aseptic techniques in the operating room. Results The practical test score and creative thinking score in the experimental group were significantly higher than those in the control group (both P<0.05). The experimental group scored (4.31±1.16) to (4.74±0.49) on ratings of maker education. Conclusion Maker education can help nursing students to master aseptic techniques, and encourage their innovative thinking and creative ability, resulting in good acceptance.