目的 调查重症专科护士对临床教学基地培训服务的期望与感知情况，分析两者间的差距。方法 采用便利抽样法，于2024年7月—9月，采用一般资料调查表、ICU专科护士临床实践教学服务期望与感知调查问卷，对203名来自27个省份、于2023年度—2024年度完成中华护理学会重症专科护士临床实践培训并取得培训合格证书的重症专科护士进行调查。结果 不同性别、年龄段、重症科室工作年限、学历、职称者对重症专科护士临床教学基地培训服务的期望、感知总得分比较，差异均有统计学意义（P<0.05）。重症专科护士对培训服务感知与期望间条目均分比较，差异有统计学意义（P<0.05），差值的均值为-0.047分；在5个条目上的感知与期望间得分差异有统计学意义（P<0.05）。结论 重症专科护士对临床教学基地培训服务的感知值低于期望值。重症专科护士临床教学基地应重点关注培训对象的个体特征，优先保证期望值最高条目所对应服务的落实，优化感知值最低条目所对应的服务，重点改进感知值与期望值间差距显著条目所对应的服务，以推进相应培训的高质量发展。

Objective To investigate critical care specialty nurses’ expectations and perceptions regarding the teaching services in clinical practice training bases，and analyze the gaps between them. Methods Using convenience sampling method，203 critical care specialty nurses from 27 provinces who completed the clinical practice training program organized by the Chinese Nursing Association and obtained certification of critical care specialty nurses between 2023 and 2024 were surveyed from July to September 2024. A demographic questionnaire and a questionnaire on expectations and perceptions of teaching services for ICU specialty nurses’ clinical practice were applied in data collection. Results Statistically significant differences（P<0.05） were observed in both expectation and perception scores across different genders，age groups，years of critical care experience，educational level，and professional title. The mean discrepancy between perception and expectation scores was -0.047，with statistically significant gaps identified in four specific service items（P<0.05）. Conclusion The current perception level of teaching services in clinical practice training bases falls below ICU critical care specialty nurses’ expectations. Quality improvement should focus on trainees’ individual characteristics，prioritizing implementation of services with highest expectations，optimizing services with lowest perceived performance，and making targeted improvements in services demonstrating significant perception-expectation gaps，thereby promoting high-quality development of clinical practice training.