OBJECTIVE： To provide reference for improving the teaching quality of clinical medication nursing teaching. METHODS： The cluster sampling method was adopted to collect 8 classes of full-time undergraduate nursing students from 2011 and 2012 grade of our university （each 4 classes in each grade）. They were randomly divide into trial group （analogical thought situational teaching method） and control group （traditional teaching method）. Horizontal comparison was conducted for multi-station comprehensive examination result evaluation and questionnaire survey. RESULTS： A total of 102 questionnaires were issued to full-time undergraduate nursing students of 2011 grade in our university， and 102 effective questionnaires were collected with recovery rate of 100％. A total of 102 questionnaires were issued to full-time undergraduate nursing students of 2012 grade， and 110 effective questionnaires were collected with recovery rate of 100％. The average score and skill score of the students in the 2011 and 2012 grades test groups was significantly better than that in the control group， with  statistical significance（P＜0.05）. The other items were significantly better than the students of control groupin the 2011 grades， with  statistical  significance（P＜0.05）， except for the item of “improving collaboration and organizational skills”（P＞0.05）. And all the students of the 2012 grade nursing professional test group were significantly better than the control group

with  statistical  significance（P＜0.05）. CONCLUSIONS： It can fully embody the teaching idea of “taking students as the main body”， improve students’ awareness of clinical medication， nursing safety and innovation， cultivate students’ clinical thinking and practical ability， and improve clinical comprehensive ability as independent thinking and autonomous learning to use analogical thought situational teaching in clinical medication nursing teaching before nursing students entering the production practice.