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目的：了解川东北地区某医学院校护理本科生的生活质量及影响因素，为改善学生学习生活环境，提高教育教学质量和改革教育管理提供理论依据。方法采用世界卫生组织生存质量测定量表简表WHOQOL－BREF（中文版），对川东北地区某医学院校护理本科生300名进行生活质量调查。结果不同年级护理本科心理、社会关系、环境领域及生活质量总评分的得分差异均有统计学意义（ P＜0．05）；城镇学生在心理、社会关系领域得分高于农村学生，农村学生在环境领域得分高于城镇学生，差异均有统计学意义（ P＜0．05）；担任学生干部的学生在生理、心理和社会领域得分均高于未担任学生干部的学生，且心理领域和社会关系领域得分差异具有统计学意义（ P＜0．05）；贫困生在生理、心理、社会关系、环境领域及生活质量总评分得分均低于非贫困生，且心理领域、社会关系领域和生活质量总评分得分差异具有统计学意义（ P＜0．05）。结论川东北地区某医学院校护理本科生总体生活质量处于中等水平，不同背景下的学生生理、心理、社会、环境领域方面有差异性，学校应采取针对性措施进一步改善护理本科生的生活质量。“,”Objective To investigate the quality of life and influencing factors of nursing undergraduates in a medical university of northeast Sichuan, to provide a theoretical basis for improving students′learning and living environment, improving teaching quality and reforming of education management.Methods 300 nursing undergraduates in a medical colleges of northeast Sichuan were investigated by WHOQOL-BREF (Chinese version).Results The total score differ-ences of different grades undergraduate nursing′s psychological, social relations, environment and quality of life were sta-tistically significant (P<0.05);the score of urban students in psychology and social relations field were higher than ru-ral students, the score of rural students in the environmental field was higher than urban students,all the differences were statistically significant (P<0.05);the scores of students serving as leaders of the student in the physical, psychological and social were higher than who was not serving as student leaders of student, and the score differences of the field of psychology and social relations were statistically significant difference (P<0.05);Poor students′total score in the phys-ical, psychological, social relations, environment and quality of life were lower than the non-poor students, and the to-tal score differences of psychology field, the field of social relations and quality of life were statistically significant ( P<0.05).Conclusions The overall quality of life in a medical university of northeast Sichuan was at the middle level, Students in different contexts have differences in terms of physical, psychological, social, and environmental fields, schools should take specific measures to further improve the quality of life of nursing students.