Objective To understand status quo of professional identity of nursing students in the later phase of clinical practice, to analyze the impact of the perception of the teachers’ supporting, stress, coping style and demographic characteristics on students’ professional identity. Methods Totally 282 nursing students in Shanghai were investigated eight months after clinical practice. Results The total score of professional identity of nursing students was 37.78±6.53. Multiple stepwise regression analysis showed that the perception of the teachers’ supporting, educational background, coping style and stress had influence on professional identity (P<0.01). There was positive relationship among the perception of the teachers’ supporting, optimistic coping style and professional identity (P<0.01) and negative relationship between stress and professional identity (P<0.01). There was lower professional identity in nursing undergraduates (P<0.01). Conclusion Professional identity of nursing students maintains in a mediate or above level. Teachers’ support, optimistic coping style, and alleviation of stress could contribute to building better professional identity.% 目的了解护生临床实习后期职业认同感现状，并分析一般人口学资料、护生感知的教师支持、应激水平及应对方式对职业认同感的影响.方法采用问卷调查法，对在上海市长海医院、长征医院实习的282名2012届护生在实习后期进行调查.结果护生职业认同感总分为(37.78±6.53)分，处于中等偏上水平.多元逐步回归显示，教师支持、学历、乐观应对、应激水平对护生职业认同感有影响；其中教师支持、乐观应对与护生职业认同感呈正相关(P<0.01)，应激水平与护生职业认同感呈负相关(P<0.01)，本科生比大专生职业认同感低(P<0.01).结论护生职业认同感处于中等偏上水平，教师应该加强对其的支持、理解，尤其是本科护生；重视对护生关于护理专业的情感、态度的培养，帮助采取积极有效的应对方式，降低应激水平，使之形成良好的职业认同感.
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