To explore the correlations among learning outcome, learning belief, professional identity and learning satisfaction in nursing undergraduates, so as to build the structural equation model among them.

In March 2018, we selected 335 nursing undergraduates from grade 1 to grade 3 in school of nursing of China Medical University as subjects by cluster sampling. All of them were investigated with the learning outcome questionnaire, learning belief questionnaire, professional identity questionnaire and learning satisfaction questionnaire to analyze the correlations among learning outcome, learning belief, professional identity and learning satisfaction. AMOS 17.0 was used to build the structural equation model among them.

In this study, a total of 335 questionnaires were sent out and 284 valid questionnaires were collected. Among 284 nursing undergraduates, the averages of learning outcome, learning belief, professional identity and learning satisfaction were (4.45±0.53) , (3.87±0.45) , (3.53±0.44) and (3.58±0.52) . There were positive correlations among learning outcome, learning belief, professional identity and learning satisfaction (P<0.01) . Learning belief had the strongest direct effects on learning outcome (β=0.46, P<0.05) . Professional identity had bidirectional relationship with learning satisfaction and learning belief (β=0.69, 0.56; P<0.05) .

Learning outcome of nursing undergraduates was influenced by learning belief, professional identity and learning satisfaction. Besides, learning belief has the strongest direct effects on learning outcome followed by professional identity, and learning satisfaction had the weakest effects. We should strengthen learning belief of nursing undergraduates, improve their professional identity and learning satisfaction, so as to make them gather more learning outcome.

Students, nursing; Education, medical, undergraduate; Learning outcome; Learning belief; Professional identity; Learning satisfaction