隨著醫療環境的變遷，護理人員必需具備有多樣化的思考能力來解決病患的健康問題，但是護理人員的創造思考能力常常被抹煞於煩忙規律的工作環境中。如何培養護理人員的創造思考能力，應為當今護理教育界之努力方向。本研究目的是透過專業護理概念教學方案，運用創造思考教學策略，來是昇二技護理系一般生的創造思考能力。本研究法採時間系列單組實驗重複測量方式，在實施三學期的專業護理概念教學方案中，運用創造思考教學策略於每一且個教學單元，並於每學期結束前進行52位二技護理系一般生創造思考能力的測試，由1999年3月至2000年5月實施完成，僅30位護生完成所有的測試，故回收率58%。本研究的創造力乃依據Torrance (1974)所定義的流暢力、變通力，及獨創力，研究工具採Emerson (1988)所設計“創造思考應用於護理過程”的問卷，中文版問卷內容效度達.79。資料收集完成後，2位研究者依照10位護理教育專家審議的譯碼範本，分別進行5份資料的譯碼分類，其評分者間一致性達.84。研究結果顯示30位二技護理系一般生的流暢力和變通力有進步的趨勢，且於第三學期後達統計學上的顯著性。只有獨創力呈現退步的現象，故建議護理系老師們於專業護理概念教學的方案中，加強運用培養學生獨創力的教學策略。透過專業護理概念教學方案的實施，運用創造思考的教學策略，期望二技護生於投入職場時，其能夠運用創造思考能力來解決臨床病患的健康問題。

Because of changes in the medical environment, nurses must maintain the ability of divergent thinking to solve the health problems of patients. However, many nurses whose work in clinical practice has become routine have lost the ability of creativity. To cultivate nurses’ creativity should be a goal of nursing education. The purpose of this study is to evaluate a nursing concepts teaching protocol by utilizing teaching strategies directed toward creativity to promote creativity in two-year RN-BSN students. This study design is a time series and one group experiment utilizing multiple instances of treatment. Teaching strategies for creativity were applied to a teaching unit and 52 two-year RN-BSN students were tested for creativity before the end of each semester. This study was conducted from March, 1999 to May, 2000, but only 30 students completed all tests and reached a 58% return rate. Torrance’s (1974) definitions of creativity include fluency, flexibility, and uniqueness were followed and the instrument, a questionnaire on “Creativity in the application of the Nursing Process Tool (CNPT)”, was designed based on Emerson (1988). The content validity of Chinese-version CNPT was 79. the inter-coder readability between two researchers was. 84 following a coding guide that ten nursing education experts had established. The results indicated that 30 two-year RN-BSN students had improved fluency and flexibility. The improvements reached a significant level after the third semester. Only uniqueness declined. It is suggested that nursing faculty apply teaching strategies uniqueness more often in a teaching protocol of nursing concepts. By utilizing teaching strategies of creativity in a teaching protocol of nursing concepts, it is expected that two-year RN-BSN students can acquire characteristics of creativity for problem-solving skills in clinical setting.