This study aimed to explore learning performances of BSN students in terms of ab-dominal assessment knowledge, cognitive load, satisfaction with the intervention, attitude towards using mobile devices, scenario-based learning, and self-efficacy in mobile-learning, following an educational intervention in the form of a scenario-based abdominal assessment mobile-learning APP. This quasi-experimental study adopted non-equivalent control group pre-test and post-test design. A convenience sample of 207 senior nursing students enrolled in a vocational university in central Taiwan was recruited. The experimental group, which consisted of 104 students, received APP-based abdominal assessment education. The control group, which consisted of 103 students, received lec-ture-based abdominal assessment education. Both groups were pretested and post-tested on their knowledge of abdominal assessment before and after the intervention. In addition, the experimental group was pre-tested and post-tested on attitude towards using mobile devices, scenario-based learning, and self-efficacy in mobile. Both groups were post-tested on cognitive load and satisfaction with the intervention after the intervention. Data were analyzed with SPSS 22.0 for Windows to obtain descriptive statistics, and inferential statistical methods including t test, Wilcoxon Signed Ranks test, Mann-Whitney U test, and Pearson χ2 were adopted. The results were as follows: (1) Both groups scored higher in post-test as compared to pre-test in the abdominal assessment knowledge test following the intervention. There were significant between-group differences in post-test scores, with the control group scoring significantly higher than the experimental group. (2) No significant differences were found between cognitive load scores of both groups following the intervention. (3) The control group demonstrated significantly higher satisfaction with the intervention than the experimental group. (4) No significant differences were found between the experimental group’s attitudes towards the use of mobile devices at pre-test and post-test. (5) No significant differences were found between the experimental group’s scenario-based learning scores at pre-test and post-test. (6) No significant differences were found between the experimental group’s self-efficacy in mobile-learning scores at pre-test and post-test. (7) Qualitative analysis revealed factors affecting the experimental group’s overall feelings towards the abdominal assessment mobile-learning APP, which included the following: characteristics of past learning experience, frustration and pressure involved in the use of mobile-learning APP, positive experience and feelings in the use of APP, the benefits of APP as a learning aid, the limitations of APP as a set of scenario-based learning materials, and instability of the APP system. Based on the study’s findings, the following suggestions were recommended: Teachers should develop competencies in APP-aided teaching. Scenario-based learning should be widely Applied in nursing education. More administrative backing is needed to promote technology-based teaching. mobile-learning should continue to be Applied in nursing education. And the introduction of APP to clinical in-service education is another possibility worth exploring.