Objective:To study the application of flipped classroom teaching mode in nursing teaching of Gastroenterology Department and its influence on the mastery of nursing theory and professional skills of nursing students.Methods:Using the convenient sampling method, a total of 136 nursing students who took internship Gastroenterology Department of Shanxi Provincial People's Hospital from July 2018 to January 2020 were selected. From July 2019 to January 2020, 69 nursing students were selected as the experimental group, and they were given flipped classroom teaching mode. From July 2018 to January 2019, 67 nursing students were set as the control group, and they were given the traditional teaching mode. The nursing theory, professional skills and comprehensive ability of nursing students and their evaluation of the teaching quality and satisfaction were observed and compared between the two groups.Results:The scores of after-department nursing theory and professional skills of nursing students in the experimental group were respectively (88.45±7.12) and (92.78±3.03) , which were higher than (80.32±8.56) and (88.15±3.62) of the control group, and the differences were statistically significant ( t=5.921, 7.952; P<0.05) . Scores of nursing consultation, physical examination, diagnosis, measures, health education, humanistic care, organizational efficiency and overall evaluation of the experimental group were respectively (6.21±1.25) , (6.45±1.03) , (6.53±1.21) , (6.59±1.28) , (6.98±1.12) , (6.59±1.21) , (6.30±1.18) and (7.01±1.16) , higher than (5.37±1.59) , (5.58±1.32) , (5.29±1.64) , (5.62±1.71) , (6.03±1.57) , (5.70±1.42) , (5.21±1.72) and (6.08±1.65) of the control group ( t=3.370, 4.216, 4.940, 3.686, 4.001, 3.867 , 4.246, 3.746; P<0.05) . The scores of teaching effect, teaching content and teaching method in experimental group were respectively (21.65±1.19) , (20.27±1.80) and (21.43±1.25) , which were higher than (19.13±1.28) , (18.81±2.79) and (19.47±1.21) in control group, and the differences were statistically significant ( t=11.676, 3.575, 9.112; P<0.05) . The satisfaction of the nursing students in the experimental group on theoretical knowledge, learning interest, practical skills, self-study ability and actual problem-solving ability were respectively 94.03%, 97.01%, 95.52%, 91.04% and 92.54%, which were higher than 81.25%, 85.94%, 84.38%, 78.13%, 79.69% in the control group, and the differences were statistically significant (χ 2=4.986, 5.222, 4.550, 4.224, 4.560; P<0.05) . Conclusions:The application of the flipped classroom teaching mode in the nursing teaching of Gastroenterology Department helps nursing students to master nursing theory and professional skills and improve the quality of teaching.