Background: Four phases teaching method is a more recent teaching approach for the acquisition of procedural skills. Aim of the research: Was to evaluate the effect of four phases teaching methods related to postnatal practices and immediate baby care among nursing students. Research setting: This study was conducted at Faculty of Nursing, Benha University. Research design: A Quasi experimental design was utilized Research sample: A purposive sample of 250 Intern nurses students were selected according to inclusion criteria. Tools of data collection: Consisted of three tools; Tool I: Self-administered Questionnaire which comprised of two parts: Student's general characteristics and student's knowledge related to postnatal practices and immediate baby care. Tool II: Observational Checklist regarding postnatal practices and immediate baby care. Tool III: The student satisfaction regarding teaching method. Results: After implementation of four phases teaching methods, the total knowledge and practices regarding postnatal practices and immediate baby care was a highly statistically significant difference between pre and post intervention (Р-value ≤0.001). Also, more than three quarters of nursing students have high satisfaction regarding the four phases teaching methods. Finally, there was a highly significant positive correlation between total knowledge and total practices regarding postnatal procedures and immediate baby care pre and post intervention of the four-phase teaching method. Conclusion: The four phases teaching methods were effective in improving student's knowledge and practices related to postnatal practices and immediate baby care. Recommendations: Integrating the four-phase teaching approach into all practical curricula for nursing students.