摘要目的:探讨职业认同、感知价值对本科护生实验课学习投入的影响。方法:采用整群抽样法，于2019年5—6月选择温州医科大学2～3年级1 156名本科在校护生为研究对象。采用职业认同量表、感知价值问卷与学习投入问卷对其进行调查。结果:1 156名本科护生职业认同量表条目均分为（3.90±0.52）分；感知价值问卷条目均分为（4.18±0.53）分；学习投入问卷条目均分为（3.67±0.51）分。职业认同、感知价值与学习投入均呈正相关（ r值分别为0.554、0.578、0.611， P<0.001）；职业认同（β=0.557）、感知价值（β=0.361）均可直接正向影响其学习投入；职业认同还以感知价值为中介变量正向影响其学习投入（中介效应值为0.208）。 结论:职业认同、感知价值均正向影响本科护生实验课学习投入。护理教育者应注重加强对本科护生职业认同的指导，增加护生对实践教学的价值感知，以提高护生实验课的学习投入水平。

abstractsObjective:To explore effects of vocational identity and perceived value on learning input of nursing undergraduates in the experimental course.Methods:The cluster sampling method was used to select 1 156 nursing undergraduates from grade 2 to grade 3 in Wenzhou Medical University from May to June 2019 as the research objects. The Vocational Identity Scale, Perceived Value Questionnaire and Learning Input Questionnaire were used to conduct the survey.Results:The average scores of items in Vocational Identity Scale, Perceived Value Questionnaire and Learning Input Questionnaire were respectively (3.90±0.52) , (4.18±0.53) and (3.67±0.51) .Vocational identity, perceived value and learning input were positively correlated ( r=0.554, 0.578, 0.611; P<0.001) .Vocational identity also positively affected their learning input with perceived value as a mediating variable (mediating effect value=0.208) . Conclusions:Vocational identity and perceived value positively affect the learning input of nursing undergraduates in the experimental course. Nursing educators should pay attention to strengthen the guidance of vocational identity of nursing undergraduates and increase perceived value of nursing students on practical teaching so as to improve the learning input level of nursing undergraduates in experimental courses.