Objective To evaluate the effect of transitional bilingual teaching mode for medical nursing.Methods The following three autumn semesters from 2017,139 nursing students in the third grade were selected as the project objects. A three-stage transitional bilingual teaching mode for medical nursing was designed; the professional English translation examination, questionnaire survey, informal communication, face-to-face interview, and Dundee Ready Educational Environment Measure (DREEM) scale were used to evaluate the teaching effects.Results The score of the test for English case translation before bilingual teaching was [45 (30,60)], which was lower than [70 (50,90)] that after bilingual teaching (P<0.01). Totally 73.4% (102/139) of the students hold a positive attitude towards bilingual teaching. Still, some students also reflected that English professional vocabulary was more complex, which impacted the learning and understanding of professional knowledge. The results of “students' perception of learning” assessment showed that students gave positive feedback in most items, such as strong teaching pertinence [79.7% (102/128)], matching of teaching to students’ needs[81.3% (104/128)].Conclusions The transitional bilingual teaching mode is a suitable teaching method for medical nursing. But it still needs continuous optimization in curriculum designation for better implementation.