背景：護理臨床教師在臨床教學扮演重要角色，目前各醫院規劃護理臨床教師的教育訓練不一，且相關的實證資料有限。目的：了解護理臨床教師的教育訓練需求現況，並探討護理臨床教師個人背景因素與對教育訓練需求的差異情形。方法：本研究設計為橫斷式調查研究；以一家醫學中心及三家區域醫院的全數護理臨床教師為研究對象，有效問卷267份。研究工具包括個人資料、教育訓練形式需求評估量表、課程內容需求評估量表及教學方法需求評估量表。以次數分配、百分率、平均數、標準差、獨立樣本t檢定以及單因子變異分析等統計方法進行資料分析。結果：（一）護理臨床教師最想要的教育訓練形式為觀摩學習；需求最高的課程內容為人際經營需求；需求最高的教學方法為討論教學法。（二）在教育訓練形式需求方面，「碩士」、「副護理長」、「17年以上」與「N4」之護理臨床教師較喜歡「工作坊」的訓練形式。（三）在課程內容需求方面，有「12－16年」工作年資者在「教學知能需求」較高；而「3年以上」的護理臨床教師在「專業成長需求」、「輔導角色需求」、「人際經營需求」和「學習評量需求」較高；「N4」的護理臨床教師在「學習評量需求」較高。結論／實務應用：研究結果可作為護理臨床教師教育訓練課程規劃之參考。

Background: Clinical nursing preceptors play a critical role in clinical teaching. Currently, clinical nursing preceptors at hospitals require different educational training plans. However, relevant material on clinical nursing preceptor education is limited.Purpose: This study investigated the training needs of clinical nursing preceptors and their personal background variables.Methods: This study adopted a cross-sectional design and selected clinical nursing preceptors from one medical center and three regional hospitals in Taiwan as the target sample. Of 358 questionnaires distributed, 267 valid responses were returned and used as research data. The questionnaire covered personal background information, clinical nursing preceptor education and training, a needs assessment scale, course content, and a teaching methods assessment scale. Statistical tools employed in this survey included frequency distribution, percentage, mean, standard deviation, independent samples t -test, and one-way analysis of variance (ANOVA).Results: (1) Observational learning was the type of educational training most desired by participants. Observational learning incorporates course content that focuses on interpersonal relationships and requires substantial discussions on teaching methods; (2) In terms of education training needs, participants holding a master's of science in nursing (MSN), with 17 years of experience, at the N4 level, and / or in an associate head nurse position preferred learning through workshops; (3) In terms of course content requirements, participants with 12 to 16 years of work experience preferred knowledge-based teaching. Participants with over 3 years of work experience expressed a significantly higher need for training in professional development, role-based counseling, interpersonal relationships, and evaluation ability than their peers. Participants with an N4 expressed a significantly higher need for evaluation skills training than their peers.Conclusion: Results provide a reference for those responsible to develop and improve clinical nursing preceptor education programs.