運用解決問題策略於專業護理概念教學為某技術學院二技護理系所實施之新專業核心課程。本研究之目的為評值此新課程中所運用之解決問題教學策略對改善二技護理系學生之臨床解決問題能力之成效。參與此教案之教師計12位，皆於計畫期預先接受完整之訓練並於進行過程中持續接受督導及進行討論。本研究採單組重複後測之實驗設計，共取得一班護理系二技學生中之四十九立同意為研究對象。此新核心課程分三學期進行，學生於每一學期課室學習此策略後，便進行其臨床實習，實習期間持續接受參與教案之教師群之指導且每次實習共書寫三篇護理過程記錄，三認實習之作業共九篇的護理過程記錄分別稱之為後測Ⅰ、Ⅱ及Ⅲ，即為本研究之資料。而研究資料之分析依據研究者所發展之資料編碼架構，由參與教案之教師群中選取4位進行資料之質性量化分析。研究結果顯示護生的護理過程記錄總得分在三次後測有顯著增長之情形，意即護生在接受此教學案後在臨床的解醍問題能力表現上有逐步進步情形。然護理評估能力、護理診斷能力、護理措施能力，護理評估等解決問題能力之四次類目於三次後測間未出現顯著增長之情形。本研究結果推論專業護理概念教學方案運用解決問題策略對未來技職護理教育有潛在性之展望，然因此為新課程之實施評值。嚴謹的研究控制必須持續努力。

Using problem solving strategies in professional nursing concepts course (PS-PNC) was a newly developed core course in a two-year baccalaureate nursing program in an institute of technology. The purpose of this study was to evaluate the efficacy of problem solving strategies used in this new course to improve students’ problem solving abilities. Prior to the PS-PNC, 12 faculty who participated in the teaching received complete training, and then continued to receive supervision and to conduct group discussions during the whole period of the PS-PNC implementation. A one-group posttest design with repeated measures was used. In total 49 nursing students from one class agreed to be recruited as the study subjects. The PS-PNC was performed separately in three semesters. After each class learning, students would start their clinical practice, were advised by the same faculty group who participated in the PS-PNC, and were asked to submit three written nursing process recordings during each clinic. Assignments from the three practices were named post-test Ⅰ,Ⅱ and Ⅲ sequentially, and provided the data for this study. A coding strategy was developed by the investigators. Then, data were collected and analyzed by four selected faculty who had been involved in the PS-PNC. The overall score of problem solving indicated that the three post-test significantly increased, meaning those students’ clinical problem solving ability improved. However, data on the sub-concepts of problem solving on nursing assessment, nursing diagnosis, nursing intervention, and nursing evaluation showed no constant improvement. It is inferred that teaching of professional nursing concepts utilizing problem-solving strategies may be useful for future nursing students but dignified control should be strengthened.