Objective To explore the application effect of the four-stage progressive blended teaching in Maternal and Child Nursing. Methods A total of 116 nursing undergraduates enrolled in 2019 were assigned to a control group, and the other 106 nursing undergraduates enrolled in 2020 were regarded as an intervention group. The control group received traditional teaching in Maternal and Child Nursing, while in the intervention group, based on the constructivist learning theory, case scenarios were created and a four-stage progressive blended teaching model was implemented, including pre-class online learning (theoretical study)-offline flipped classroom (knowledge consolidation)-practical training, clinical probation and simulation teaching (skill practice)-social service (practice application). Results After the teaching，the course examination score, the total score of the Academic Self-efficacy Scale and its subscale scores of learning ability self-efficacy and learning behavior self-efficacy in the intervention group were significantly higher than those in the control group (all P<0.05). Nursing undergraduates in the intervention group rated their satisfaction with the teaching between 4.38 and 4.59 out of 5.00. Conclusion The application of four-stage progressive blended teaching in Maternal and Child Nursing is conducive to improving the teaching effect and the academic self-efficacy of nursing students, and it is generally recognized by nursing students.