To explore the effects of scenario simulation teaching in nursing training of fluid resuscitation of massive burn patients during shock stage for junior nurses. Twenty five junior nurses fixed in the Department of Burns and Plastic Surgery of Ruijin Hospital of Shanghai JiaoTong University School of Medicine from July 2015 to July 2019 met the inclusion criteria, then were recruited in this prospective before-after study in the same patient. There were 21 females and 4 males, aged (24.4±1.0) years, and had a working experience of 1.0 (1.0, 2.0) years in the Department of Burns and Plastic Surgery. According to the three major problems in fluid resuscitation nursing of extensive burn patients as the three teaching scenarios, teaching plans were written based on the theoretical framework of Jeffrie’s nursing simulation teaching. The high feasibility and practicability of the teaching plans was verified through expert consultation and evaluation by junior nurses. According to the three scenario simulation scenarios in the teaching plan, the junior nurses were performed with scenario simulation practical teaching, with 2 credit hours in each scene, a total of 6 credit hours. In one month before and after the teaching (hereinafter referred to as before and after teaching), the comprehensive ability of junior nurses was evaluated by teachers with self-designed junior nurse comprehensive ability evaluation scale and their behaviors were evaluated by themselves with Performance Self-rating Scale for Nursing Students on Simulation Training. Data were statistically analyzed with paired sample test. After teaching, the scores on communication skills, patient admission, condition assessment, fluid resuscitation, emergency treatment, drug management, nursing skills, instrument use, teamwork, and humanistic care and total scores in the comprehensive ability evaluation of junior nurses were significantly higher than before teaching (=-8.060, -11.421, -17.232, -24.800, -4.670, -11.916, -12.131, -11.606, -14.632, -13.325, -25.068, <0.01), especially in fluid resuscitation [(9.65±0.49) points], condition assessment[ (9.52±0.49) points], and nursing skills [(9.50±0.32) points] with the higher scores. After teaching, the nurses' self-rating scores on communication, division of labor and cooperation, clinical decision-making, professional knowledge and skills, and critical thinking and total scores were (4.6±0.4), (4.8±0.3), (4.6±0.3), (4.6±0.4), (4.6±0.4) and (23.2±1.5) points respectively, which were significantly higher than the pre-teaching (4.1±0.7), (4.2±0.7), (3.9±0.5), (3.7±0.6), (3.9±0.5) and (18.8±2.6) points before teaching (=-3.361, -5.721, -6.987, -7.923, -7.922, -7.367, <0.01). The scenario simulation teaching is based on critical problems in nursing works of fluid resuscitation of massive burn patients during shock stage to train the clinical practice and adaptability skills of junior nurses. It can improve the junior nurses' comprehensive ability of clinical practice on fluid resuscitation of massive burn patients during shock stage, elevate self-confidence and critical thinking ability of junior nurses.