目的 探讨专业认同在护理高职生逆境商与学习投入间的中介效应。 方法 采用整群抽样法,于2021年11月—12月采用一般资料调查表、逆境商量表、专业认同调查问卷、学习投入量表对陕西省3所高职院校的928名护理高职生进行调查。 结果 928名护理高职生逆境商、专业认同、学习投入得分分别为（122.95±19.98）分、（89.19±13.97）分、（75.56±15.63）分,逆境商对学习投入的总效应系数为0.669,间接效应系数为0.174（95%CI：0.142~0.213）;直接效应系数为0.495（95%CI：0.423~0.564）;专业认同在逆境商与学习投入间存在部分中介作用,中介效应占总效应的26.0%。 结论 护理高职生逆境商、专业认同、学习投入均处于中等水平,专业认同在逆境商与学习投入间存在中介作用。护理教育者应重视护理高职生的逆境商,可采取相应的干预措施促进护理高职生逆境承受能力的提升,通过增强专业认同,进一步提高其学习投入水平。

Objective To explore the mediating effect of professional identity between the adversity quotient and learning engagement of nursing students in higher vocational colleges. Methods Stratified cluster sampling method was used to investigate 928 nursing vocational students from three higher vocational colleges in Shaanxi Province from November to December 2021 by using the general information questionnaire,the Adversity Responce Profile,the Professional Identity Questionnaire and the Utrecht Work Engagement Scale-Student. Results The scores of 928 nursing students’ adversity quotient,professional identity and learning engagement were（122.95±19.98）（89.19±13.97） and（75.56±15.63） respectively. The total effect coefficient of adversity quotient on learning engagement was 0.669,The indirect effect coefficient was 0.174 and 95%CI was 0.142~0.213. The direct effect coefficient was 0.495 and 95%CI was 0.423~0.564. The mediating effect test showed that professional identity had a mediating effect between adversity quotient and learning engagement,accounting for 26.0% of the total effect. Conclusion The adversity quotient,professional identity and learning engagement of nursing vocational college students were in the middle level. There is a mediating role of professional identity between adversity quotient and learning engagement. Nursing educators should pay attention to the adversity quotient of nursing vocational students,take corresponding measures to promote the cultivation of the adversity tolerance ability of nursing students,and further improve their learning engagement level by enhancing their professional identity.