Objective To explore the application effect of psychological scenario drama microfilm teaching in Nursing Psychology for undergraduate students.Methods A total of 178 sophomore nursing students enrolled in 2021 were selected as participants, and the psychological scenario drama microfilm teaching method was used in their Nursing Psychology teaching.The Critical Thinking Disposition Inventory (CTDI-CV), the Active Learning State (ALS) and a student satisfaction questionnaire were utilized to investigate the participants to evaluate the effect before and after the teaching.Results After the teaching, the participants′ total score of CTDI-CV and five subscale scores of open mindedness, analytical ability, systematic ability, critical thinking confidence and cu-riosity, their total score of ALS and three subscale scores of learning drives, learning control and strong learning were significantly higher than those before the teaching （all P＜0.05）.The students′ overall and each dimension satisfaction rate towards the psychological scenario drama microfilm teaching ranged from 65.85% to 90.35%.Conclusion The psychological scenario drama microfilm teaching method is conducive to improving nursing students′ critical thinking ability, active learning, and teaching satisfaction, and it is recognized by students.