Abstract: Objective: To explore the effect of the modular curriculum in fundamental nursing science. Methods: Grade 2012 nursing undergraduate students (n=38), as experimental group, performed the reformed curriculum setting of one curriculum with 5 modules in fundamental nursing science for teaching. Grade 2010 nursing students (n=49), as control group, performed the prereformed curriculum setting of four independent courses for teaching. Results: The final scores and the excellent and good rates had no significant differences between the experimental group and the control group (P>0.05). But the satisfaction score with the curriculum in the experimental group was higher than the control group (P<0.01). Conclusion: The modular curriculum reform in basic nursing science maintained the high learning effects, and received the high satisfaction feedback from students.