Abstract: Objective Exploring the mediating role of nursing students' professional identity and academic self-efficacy in the relationship between educational environment and clinical completion ability. Method A survey was conducted on 302 clinical interns majoring in nursing at vocational colleges using the Medical Education Environment Scale, Professional Identity Questionnaire, Academic Self Efficacy Questionnaire, and Self Evaluation Scale for Clinical Practice Behavior of Nursing Students. A chain mediation effect model was constructed. Result The medical education environment directly affects the clinical completion ability of nursing students, with a direct effect of 0.537; professional identity can also indirectly affect the clinical completion ability of nursing students, with a mediating effect of 0.168; academic self-efficacy can also affect the clinical completion ability of nursing students, with a mediating effect of 0.055; professional identity and academic self-efficacy play a chain mediating role between the medical education environment and the clinical completion ability of nursing students, with a mediating effect of 0.060. Conclusion The medical education environment can directly affect the clinical completion ability of nursing students, and can also indirectly affect their clinical completion ability through professional identity and academic self-efficacy.

Key words: Student protection, Medical education environment, Clinical completion ability, Professional identity, Academic self-efficacy, Chain mediation effect