Objective:To explore the application of problem-oriented group teaching in the teaching of Nursing Education.Methods:The convenience sampling method was used to select 76 undergraduate nursing students as research subjects. These students participated in the teaching of Nursing Education. Students who received traditional teaching were included in control group ( n=38), while students who received problem-oriented group teaching were included in the observation group ( n=38). The two groups were evaluated for learning effectiveness, information awareness, and satisfaction with teaching. SPSS 20.0 was used for the t-test and chi-square test. Results:The observation group had significantly higher usual examination score, final examination score, and total score than the control group ( P<0.05); there was no significant difference between the two groups in the pre-learning information behavior tendency score, information cognition score, and total score. After the learning, the above scores increased in both groups, with significantly higher scores in the observation group than in the control group ( P<0.05); the observation group had a significantly higher teaching efficiency, a significantly stronger learning initiative, and a significantly higher degree of satisfaction with the teaching methods and the attitude of the teacher than the control group ( P<0.05). Conclusion:The application of problem-oriented group teaching in the teaching of Nursing Education can improve students' learning effectiveness, information awareness, and satisfaction with teaching, making it suitable to be widely used in teaching practice.