關懷照護是護理的本質，亦為護理教育的核心。本文分享筆者於任教學校之五專護理科開設三門關懷核心課程（初階、進階、高階課程）的經驗，期能與對關懷教育感興趣的同好交流，以培養護生的關懷素養。初階課程「關懷照護概論」旨在引導學生瞭解關懷照護的概念，學習關懷性表達技巧，並實際關懷自我、家人及同儕；進階課程「關懷照護之應用」旨在讓學生認識「關懷照護概念模式」與「關懷照護動力模式」，並將關懷對象擴展至社會層面；高階課程「專業關懷」則闡述專業關懷之意義與相關理論，並介紹國內的護理關懷典範，期使學生能將關懷理念應用於臨床情境。參與教師以行動研究的方式，共同進行關懷課程之規劃、設計、實施及評量，藉由舉辦教學工作坊，成立教師關懷團體，以團體合作的方式，擬定教學目標、發展課程內容與教材，並採用多元的教學策略，例如：角色模範、對話、關懷團體、肯定、關懷文選閱讀、影片觀賞、小組實作、反思、日誌等，以提高學生的學習動機及成效。

Caring is the essence of nursing and the core of nursing education. This paper describes the experience of developing a caring curriculum in a five-year junior college nursing program which included three core courses in caring, in the hope of stimulating further dialogue with fellow educators and cultivating students' caring competencies. The first course was Introduction to Caring, which gave students an understanding of basic concepts of caring, along with the opportunity to practice and experience caring by caring for oneself, one's family and one's peers. The second course was Application of Caring Concepts, which enabled students to learn about caring models, especially the dynamic caring model, and expanded their knowledge of caring behaviors from interpersonal caring to caring for society. The third course was Professional Caring, which explained professional caring and related caring theories, and introduced the caring model used in nursing in Taiwan, showing students how to practice caring in clinical situations. The participating teachers used the action research method to plan, design, implement, and evaluate the caring curriculum. These teachers set the teaching objectives and developed course materials by working together in workshops and participating in teachers' caring groups. They adopted various teaching strategies, such as role modeling, dialogue, caring groups, confirmation, literature, film, caring action projects, reflection, and journaling, which have been proven to be effective at raising students' learning motivation and caring performance.