Objective To explore the effect of applying simulated teaching based on deliberate practice theory in surgical care training. Methods A total of 310 undergraduate nursing students were randomly divided into a problem-based learning (PBL) group (150 students) and a simulation-based learning (SBL) group (160 students). Both groups participated in periodic nurses′ core competence training. The PBL group used standardized patients during training, and participated in oral pre-sentations and group discussions. The SBL group was subjected to a teaching design in accordance with the theory of deliberate practice:a high fidelity emergency simulation system was used in the training, and video assisted instructional feedback after training was conducted. Results After intervention, the nurse core competence total scores in the two groups were significantly higher than those scores before intervention (all P<0.01). The SBL group had significantly higher core competence total scores and training scores than the PBL group（P<0.01 for all）. Conclusion Application of simulated teaching based on deliberate practice theory in surgical care training, could improve the teaching quality and training effect.