目的 了解西藏中职护理专业学生在线学习过程中感知教师支持及在线学习适应性现状，并分析感知教师支持对其在线学习适应性的影响。 方法 采用便利抽样法，选取西藏4所中职院校护理专业学生作为调查对象，采用一般资料调查表、在线学习情境下教师支持问卷和在线学习适应性问卷对其进行调查。 结果 651名西藏中职护理专业学生感知教师支持条目均分为（4.03±0.72）分，在线学习适应性条目均分为（3.33±0.45）分；感知教师支持条目均分与在线学习适应性条目均分呈正相关（r=0.340，P<0.001）。分层回归结果显示，感知教师支持可解释西藏中职护理专业学生在线学习适应性9.9%的变异度。 结论 西藏中职护理专业学生感知教师支持、在线学习适应性分别处于中高、中等水平，且感知教师支持水平能正向影响其在线学习适应性水平。西藏护理职业教育者、管理者应加强中职护理专业学生在线学习中的教师支持，从而改善学生在线学习适应性和学习效果。

Objective To investigate the current status of perceived teacher support and online learning adaptability among secondary vocational nursing students in Xizang，and to analyze the impact of perceived teacher support on their online learning adaptability. Methods Using convenience sampling，nursing students from four secondary vocational schools in Xizang were selected as survey participants. Data were collected via a general information questionnaire，the Teacher Support Questionnaire in the Context of Online Learning，and the Online Learning Adaptability Questionnaire. Results The mean score for perceived teacher support among 651 participants was（4.03±0.72），while the mean score for online learning adaptability was（3.33±0.45）. A significant positive correlation was observed between perceived teacher support and online learning adaptability（r=0.340，P<0.001）. Hierarchical regression analysis revealed that perceived teacher support explained 9.9% of the variance in online learning adaptability among secondary vocational nursing students in Xizang. Conclusion The perceived teacher support and online learning adaptability of secondary vocational nursing students in Xizang are at moderately high and moderate levels，respectively. Furthermore，perceived teacher support demonstrates a positive predictive effect on their online learning adaptability. Educators and administrators in Tibetan nursing vocational education should strengthen teacher support measures during online learning to enhance students’ adaptability and learning outcomes.