目的 探讨以叙事教育培养护理本科生职业态度的有效性和可行性。方法 选取32名大学三年级护理本科生,于2018年9月—2019年3月开展叙事教育课外学习项目。叙事教育包括吸收故事经验、构建现实意义和传播榜样精神3个阶段。将学生分为5个小组,每组配1名指导教师引导学生参与叙事教育,配1名榜样导师与学生分享她们的职业故事。叙事教育前后采用护士职业态度量表对32名学生进行测评;叙事教育后,对11名学生进行访谈,深入了解叙事教育如何对其护士职业态度产生影响。结果 叙事教育后,学生职业态度量表得分（5.87±0.84）高于之前（5.11±1.01）,差异有统计学意义（t=4.705,P<0.001）。访谈资料提炼了3个主题和6个次级主题,分别为转变专业学习态度（促进学生学习积极性、提升中医护理学习兴趣）、缩小院校教育与临床实践差异（加深对职业的理解、架设理论与实践的桥梁）、发展健康职业人际关系（树立职业榜样、培养团队合作意识）。结论 叙事教育有助于培养护理专业学生积极的职业情感。

Objective To explore the effects and feasibility of narrative pedagogy on professional attitude of nursing undergraduates. Methods The year 3 nursing students were recruited（n=32）,and participated in a narrative education program from September 2018 to March 2019. Three stages were included in this narrative education program：experiences learning of old stories,construction of new stories and dissemination of models’ spirits. Students were allocated to five groups and each group was facilitated by a mentor and a role model expert. Pre- and post-test were applied to evaluate the effectiveness of this narrative education program on professional attitude of these students. At the end of the educational program,11 nursing students were interviewed by semi-structured interviews to explore their professional attitudes. Results The score of professional attitudes of students was（5.87±0.84） after the intervention,which was significantly higher than that before the intervention（5.11±1.01）（P<0.001）. Three major themes and 6 sub-themes emerged from the data including attitude change towards knowledge acquisition（promotion of students’ learning enthusiasm,development of studying interests on traditional Chinese medicine nursing）;bridging gaps between university education and clinical practice（deepening understanding of nursing roles,linking theory with clinical practice）,and developing positive human relationship（establishing positive role model,increasing awareness of teamwork）. Conclusion Narrative pedagogy can improve the active professional attitude of nursing students.