Objective To explore the application effect of generative learning strategies in the ideological and political education of Critical Care and Emergency Nursing. Methods A total of 163 third-year students enrolled in 2020 majoring in midwifery were conveniently selected as research subjects，and generative learning strategies in ideological and political education of Critical Care and Emergency Nursing were applied. We prepared ideological and political materials and designed teaching plans based on the characteristics of the learning situation before class and identified the starting point in class and introduced ideological and political cases to engage in various generative learning activities such as interaction，speculation，communication，experience，exploration，and empathy. Then，we conducted post class spot checks to understand the teaching effectiveness and existing problems，reflected and summarized areas for improvement. The application effectiveness was evaluated through diverse methods such as attendance rate，classroom performance，generative activities and completion of assignments，operational exams，and teaching effectiveness questionnaire surveys. Results The attendance rate of students was 98.2%，with an attendance score of（9.97 ± 0.01） points. The average score for classroom performance was（9.85 ± 0.04） points. The average score for generative activities and assignments was（25.80 ± 0.61） points. Forty-six students（28.2%） voluntarily signed up to participate in the performance of the case work，and 117 students（71.8%） participated in the review of the case work in written form. The average score for operational performance was（46.09 ± 0.09） points. More than 87.1% of the students believed that applying generative learning strategies in ideological and political education in Critical Care and Emergency Nursing courses could enhance patriotism，research spirit，and professional ethics values. Conclusion The course ideological and political education based on generative learning strategies can be carried out smoothly，and students are willing to accept it，which can achieve teaching effects that enhance value guidance.