背景：臨床護理實習是養成護理人員核心能力及態度的必經洗禮。在此關鍵階段，與護生關係最密切的實習指導教師，除了要提供理論的支撐與引導，還要協助護生做實務經驗的回饋與轉化，因此其教學策略的運用有其重要價值。 目的：本文透過科技大學護理科臨床護理實習的個案研究，探究臨床護理實習，以及教師運用教學策略的歷程。 方法：本研究為質性研究設計，並運用開放式問卷、實習指導教師之觀察與省思紀錄，以及文件資料等搜集，分析參與實習的五專護理科共49位護生的實習經驗。 結果：研究發現，護生的實習歷程多經過緊張或漫不經心期、震憾期、深度學習期、學習主導期、自我認同期等階段。實習指導教師運用的教學策略包括：透過自編教材作為護生學習的基礎、重視合作與溝通的訓練、營造尊重、幽默、關懷的師生關係、運用角色示範與個案討論等技巧、運用考試與作業等強迫省思技巧、強化同儕學習、運用倫理議題的教學等。 結論/實務應用：研究的建議包括：(一)教育機構應重視課室與臨床教學之合作，針對常見之高壓力臨床情境，將模擬教學情境融入課室中。(二)實習機構應慎選能彈性運用各種教學策略的實習指導教師。(三)實習指導教師應彈性運用各種教學策略，並幫助學生主導其學習，以及發展倫理省思、團隊合作等能力。(四)護生應主動參與促進人際溝通與培養關懷素養之機會，並針對其基本能力進行自我訓練。

Background: Clinical practice prepares care workers for their professional responsibilities. Teaching strategy significantly influences the learning outcomes of students. Hence, understanding the processes and applied teaching strategies used in clinical practice is important to improve clinical practice training programs. Purpose: This study describes the process of clinical practice and analyzes commonly applied teaching strategies. Methods: An open-ended questionnaire, conversation notes, and file records were used to collect data from 49 students in a five-year college. Results: First, students experience different stages during the clinical practice process, including: absent-mindedness, feeling shock, insight learning, accountability, and commitment. Second, teachers apply dif-ferent teaching strategies to address the needs of each stage. These strategies include: self-designed teaching materials, diverse communication media, friendly teacher-students relationships, and the application of role-modeling, case-study, tests, homework, cooperative learning, and ethical reflection. Conclusions / Implications for Practice: Firstly, teachers should place greater emphasis on the combination of theory and practice as well as extend the clinical practice period. Secondly, preceptors should be appointed based on their ability to apply teaching strategies. Thirdly, the applied teaching strategies used should assist students to become independent, capable for ethical reflection, and better able to work within group settings. Finally, prior to starting their clinical practice, students should be better prepared, including having sufficient opportunities to develop basic learning attitudes and skills.