Experimental course of pathology is a very important part of pathology teaching.Motivation of students was promoted through improving the professional knowledge of teachers,using teacher-student interacted teaching methods,increasing network courscs,using multimedia in teaching and adding extracurricular practice in our university.In the meantime,it was successful and fruitful to use diversified evaluation systems to assess the comprehensive experimental capacity of students,which can provide experiences in reform of pathological experimental teaching.

Objective:To explore effects of vocational identity and perceived value on learning input of nursing undergraduates in the experimental course.Methods:The cluster sampling method was used to select 1 156 nursing undergraduates from grade 2 to grade 3 in Wenzhou Medical University from May to June 2019 as the research objects. The Vocational Identity Scale, Perceived Value Questionnaire and Learning Input Questionnaire were used to conduct the survey.Results:The average scores of items in Vocational Identity Scale, Perceived Value Questionnaire and Learning Input Questionnaire were respectively (3.90±0.52) , (4.18±0.53) and (3.67±0.51) .Vocational identity, perceived value and learning input were positively correlated ( r=0.554, 0.578, 0.611; P<0.001) .Vocational identity also positively affected their learning input with perceived value as a mediating variable (mediating effect value=0.208) . Conclusions:Vocational identity and perceived value positively affect the learning input of nursing undergraduates in the experimental course. Nursing educators should pay attention to strengthen the guidance of vocational identity of nursing undergraduates and increase perceived value of nursing students on practical teaching so as to improve the learning input level of nursing undergraduates in experimental courses.