目的 了解本科护理院校护理伦理学课程设置与师资现状。方法 基于文献回顾法和专家函询法编制本科生护理伦理学课程设置与师资现状调查问卷。采用便利抽样法，2023年7月—8月向全国本科院校的护理伦理学课程负责人发放电子问卷。结果 118所本科护理院校的护理伦理学课程负责人填写了问卷，其中34份问卷因填写时长<3 min予以剔除，问卷有效回收率为71%。84所本科护理院校中，76%（64/84）的院校将护理伦理学设置为必修课程，49%（41/84）的院校对于护理伦理学课程没有安排实践学时。讲授法仍然是护理伦理学课程的主要教学方法或形式[84所（100%）]，出勤率考核结合过程性考核、期末理论考试为主要课程考核方式[46所（55%）]。27%（23/84）的护理伦理学课程负责人未接受过伦理学培训，98%（82/84）的护理伦理学课程负责人认为应该对护理伦理学课程教师进行伦理学培训。结论 护理伦理学课程地位逐渐上升，但仍存在教学“重理论、轻实践”、教学或考核方（形）式单一、教师接受的伦理相关的继续教育不足等问题。未来，可考虑积极开发线上教学资源，加入撰写实践评估报告与小论文等考核方式，通过情境模拟、虚拟病人等实现实践教学;为教师提供更多培训机会和资源，邀请心理学、社会学、法学等背景的教师加入教学团队，进而全方位提升护理伦理学课程建设质量。

ObjectiveTo investigate the current status of Nursing Ethics courses and faculty in undergraduate schools in China. Methods A self-designed questionnaire was developed based on literature review and expert consultation to assess the current status of Nursing Ethics courses and faculty for nursing undergraduates students. Using convenience sampling method，the electronic questionnaire was distributed to the course directors of Nursing Ethics at undergraduate schools across the country from July to August 2023. Results A total of 118 Nursing Ethics course leaders completed the questionnaire，with 34 excluded from analysis due to completion time less than three minutes，resulting in an effective response rate of 71%. Among the 84 undergraduate schools，76%（64/84） had Nursing Ethics as a compulsory course，while 49%（41/84） did not allocate practical hours for the Nursing Ethics course. Lecture-based teaching remained the primary teaching method or format for Nursing Ethics courses[84（100%）]. In evaluation，attendance checks combined with process evaluation and final theoretical exams were the primary assessment methods[46（55%）]. Additionally，27%（23/84） of Nursing Ethics course leaders had not received ethics training，while 98%（82/84） believed that ethics training should be provided for course instructors. Conclusion The status of nursing ethics courses has gradually risen，though there are still issues need to be improved such as “emphasizing theory over practice” in teaching，a single teaching or assessment method，and insufficient continued education related to ethics that teachers receive. In the future，active development of online teaching resources，incorporating assessment methods such as practical evaluation reports and short essays，scenario simulations and virtual patients for practical teaching，increasing training opportunities and resources for teachers，and inviting teachers with backgrounds in psychology，sociology，law，and related fields to the teaching team，can be considered to comprehensively improve the teaching quality of nursing ethics.