Abstract: Objective To investigate the status quo of attitudes towards patient safety and professionalism of nursing students，analyze its influencing factors. Methods In October 2021，303 nursing students from a grade-A tertiary hospital in Nanjing City were selected as investigation objects. The investigation was performed by the patient safety attitude and professionalism scale for nursing students，clinical learning environment scale and perceived social support scale，and the data were analyzed. Results The total score of patient safety attitude and professionalism in nursing students was （129.04±18.64）points，the score of clinical learning environment was （176.40±23.47）points，and the score of perceived social support was （66.50±10.67）points. There were statistically significant differences in patient safety attitude and professionalism among nursing students of different gender，internship time，nursing errors，participation in patient safety training，liking degree of nursing profession and clinical practice satisfaction（all P<0.05）. The patient safety attitude and professionalism was significantly positively correlated with clinical learning environment and perceived social support（r=0.547，0.402，both P<0.01），while clinical learning environment was positively correlated perceived social support（r=0.410，P<0.01）. The clinical learning environment，perceived social support and clinical practice satisfaction were the main influencing factors of patient safety attitude and professionalism in nursing students，explaining 34.5% of total variance of patient safety attitude and professionalism in nursing students. Conclusions The patient safety attitude and professionalism in nursing students is at a high level，but needs further improvement. The schools and nursing educators can improve nursing students' patient safety attitude and professionalism by formulating patient safety training courses，improving teaching methods of teachers，giving encouragement and providing social support.

Key words: Nursing students, Patient safety attitude and professionalism, Clinical learning environment, Perceived social support