本研究的目的在初步探討護理學研究所博士班學生修習「護理研究專題討論」新課程之學習成效。本課程的六項目標分別為：（一）增進整合文獻能力，（二）增進批判思考能力，（三）瞭解研究領域成果，（四）建立學位論文架構，（五）引導博士論文寫作，及（六）增進整體研究技能。研究對象為修習本課程並填寫評値表的25位博士生。資料的收集方法以問卷為主，修課後學生自評修課前及修課後對課程目標所認定的能力程度，採Likert 1-5分計分法。研究結果顯示：(1)整體而言，修課後的得分(24.76±2.89)比修課前的得分(18.40±5.52)高，且具有統計上的顯著差異，(2)六項目標的每一修課後得分均顯著高於修課前的得分，(3)四組博士班學生各分項目標之進步分數在修課後均顯著高於修課前，(4)越低年級其各項進步分數越高，(5)修課後進步最多的能力是「瞭解研究領域成果」及「增進批判性思考能力」。限於研究個案數，本研究僅為初步探討，研究結果顯示此課程之成效及必要性。

Educational evaluation is a priority policy of the Ministry of Education and student learning outcome is an important criterion used in educational evaluation work. The purpose of this study was to evaluate the learning outcome of a newly developed course for doctoral students entitled, Nursing Research Seminar. The course was one semester in length and required students to attend 2 hours of class per week. Student learning outcome was evaluated based on the level of understanding students had of course objectives. The six objectives of this course were: evaluating and integrating research papers; enhancing critical thinking skills; gaining an in-depth understanding of the literature related to topics of interest; enhancing ability to construct research proposals; guiding student dissertation work; and refining critical research skills. Data were collected from the responses provided by 25 students on a 5-point Likert-type evaluation form based on course objectives filled out during the last class of the semester. Descriptive and non-parametric statistics were adopted. Results showed: (1) The average post-course score (24.76±2.89) was significantly higher than the pre-course score (18.40±5.52); (2) Students realized significant improvements in all six objectives at the end of the course; (3) There were statistically significant differences in improvement scores in all six objectives for students in different years of their doctoral program; (4) The lower the year in the program, the higher the improvement scores for each course objective; (5) The two objectives of the six that saw the most significant improvements were "gaining an in-depth understanding of the literature related to topics of interest", and "enhancing critical thinking skills". Because of the small sample size, conclusions drawn from this study should be treated as tentative. Findings provide preliminary information supporting the importance and necessity of offering the Nursing Research Seminar course to nursing doctoral students. The course provided different benefits to students at different years in the program and, overall, research results encourage that this course continue to be offered.