Objective To explore the effects of the mind mapping in the scenario simulation of basic nursing skills. Methods Ten classes of nursing undergraduates in a school were selected. Five classes were assigned to the experimental group（n=116）and the other five classes were in the control group（n=120） by drawing lots. Students in the experimental group adopted the scenario simulation based on standardized patients combined with the mind map teaching method while students in the control group received the scenario simulation based on standardized patients teaching method. The teaching effects was evaluated through classroom scenario simulation assessment,performance of case analysis,and the feedback of the mind map from students in the experimental group. Results The scenario simulation score and case analysis score of the experimental group were higher than those of the control group（P<0.05）. Most students in the experimental group（more than 72%）confirmed the advantages of mind mapping. A few students thought that mind mapping was time-consuming（37.5%） and difficult to learn（15.2%）. They worried that their mind mapping was wrong（25.9%） and hoped teachers would directly display mind mapping in the classroom. Conclusion The combined use of mind mapping and scenario simulation is helpful to improve the teaching effects of basic nursing skills.