目的 了解高职院校护理教育数字化软硬件及资源建设和应用现状，以为高职护理数字化教育教学改革提供参考。方法 采用便利抽样结合滚雪球抽样法，以30个省份的339名高职护理教师作为研究对象，应用一般资料调查表、数字化软硬件及资源建设与应用现状调查表进行调查。结果 65%以上护理教师表示所在高职院校实现Wifi全校覆盖（230，67.8%），建有智慧教室（254，74.9%）、录播教室（259，76.4%）和虚拟仿真实训室（222，65.5%）；60%以上教师表示院校建有校级精品在线课程（245，72.3%）、省级精品在线课程（268，79.1%）和考试题库（205，60.5%）；最常用的数字化硬件和教学模式分别是多媒体教室（334，98.5%）和多媒体支持的常规教学模式（327，96.5%）；不同职称、地区、所在院校获批“双高计划”、所在院校获批“高水平专业群”的教师对数字化软硬件及资源建设和（或）应用满意度间存在差异（P<0.05）。结论 目前高职院校数字化硬件建设较好，但在资源建设方面地区间差异明显，教学过程中数字化软硬件应用模式较为常规，需加强各级行政支持和学校的有效投入以促进护理教育数字化转型。

Objective To understand the current situation and influencing factors of the construction and application of digital software and hardware and resources in higher vocational nursing education in China，so as to provide reference for the teaching reform of higher vocational nursing digital education. Methods A total of 339 higher vocational nursing teachers from 30 provinces(autonomous regions and municipalities directly under the central government) were selected as the research objects by convenience sampling and snowball sampling. The general information questionnaire，the status quo of construction and application of digital software，hardware and resources questionnaire were used to investigate. Results More than 65% of the nursing teachers indicated their schools had achieved Wifi coverage throughout the school(230，67.8%)，with smart classrooms(254，74.9%)，recording and broadcasting classrooms(259，76.4%)，and virtual simulation training rooms(222，65.5%)；More than 60% teachers indicated their schools had established school level high-quality online courses(245，72.3%)，provincial-level high-quality online courses(268，79.1%)，and exam question banks(205，60.5%)；The most commonly used digital hardware and teaching modes were multimedia classrooms(334，98.5%) and conventional teaching modes supported by multimedia(327，96.5%)，respectively；There are differences in the satisfaction of teachers with digital software and hardware construction and/or application among teachers with different professional titles，regions，universities approved for the Double High Plan，and High-level Professional Groups approved for their universities(P<0.05). Conclusion At present，the construction of digital hardware in China is generally good，but there are obvious differences in resource construction between regions. The application mode of digital software and hardware in the teaching process is more conventional. It is necessary to strengthen support at all levels and the effective investment of schools to promote the digital transformation of nursing education.