Abstract:

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.

Key words: Xizang, Students, Nursing, Vocational education, Online learning, Teacher support, Learning adaptability