本文欲探究護理學院課程變革初期教師的介入行動，以參與觀察陽明大學護理學系新課程發展歷程，分析出新課程籌畫時需注意的三項要素：自我定位，確定方向和當下實踐。自我定位包括：反思當前護理教育困境、認識護理教育發展的世界潮流、了解問題導向小組教學和學校的立校精神；確定方向包括教師參與、人本課程；當下實踐包括：科目內的整合、對話式的教學、社區與家庭的關注。此護理課程發展的三項要素，提供發展護理新課程之一種進路。

　　　　　The purpose of this study is to define the teacher's actions in the process of developing a new curriculum for the Faculty of Nursing, in National Yang-Ming University. The authors defined three tasks of teachers developing the curriculum: Relocating, strategizing, and reflective practice. Relocating implied reflecting on the dilemmas of nursing education, world trends in nursing education, the experience of medical schools with problem-based learning, and the philosophy of the university. Strategizing meant developing guidelines that included humanistic education, faculty development, and course content of the new curriculum. Reflective practice included intersubject integration, dialogue teaching, and shifting the focus from hospital care to community and family care.