Abstract:Objective To investigate the impact of undergraduate nursing teaching on the professional identity of nursing students from the perspective of “curriculum ideology”. Methods A total of 239 new undergraduate nursing students in 2020 were selected and divided into observation group, and　239 previous enrolled students with marched age and gender were included in control group. The control group received routine nursing undergraduate teaching. The observation group received undergraduate nursing teaching from the perspective of “curriculum ideology”. The professional identity and teaching satisfaction of the two groups were compared. Results The score of professional identity of the two groups increased after teaching, and the score in the observation group was higher than that in the control group (136.92±13.25 vs 82.17±8.24, P<0.05). The nursing teaching satisfaction score in the observation group was higher than that in the control group (86.27±8.14 vs 65.53±6.42, P<0.05). Conclusion Undergraduate nursing teaching from the perspective of “curriculum ideology” can effectively improve the professional identity of nursing students and their satisfaction with nursing teaching.