背景：門診護理工作相互支援性高，需多科護理經驗及危機處理能力。為有效推動門診護理業務及維持護理品質，特執行門診專 才培訓計畫，提供病房護理師調任門診實務訓練至少一年。此培訓制度已推展多年，需評估成效。目的：探討專才學習成效、培訓效益及滿意度。方法：本研究採描述性橫斷式問卷調查，以學習成效、培訓效益及滿意度等量表收集62位參與門診專才培訓學員資料，以SPSS17.0統計套裝軟體進行分析。結果：(1)學習成效依序為情意(4.43±0.1)、技能(4.19±0.25)、知識(4.11±0.15)。(2)培訓效益依序為照護品質(4.35±0.1)、專業成長(4.31±0.21)、人力運用(4.18±0.45)、壓力調適(3.59±0.63)。(3)滿意度以指導者滿意度最高(4.21±0.1)，對培訓制度滿意度最低(3.82±0.13)。(4)年齡與照護品質( F =2.63, p =.04)及專業成長之間( F =3.89, p =.01)有顯著差異(5)滿意度與學習成效( r =.63,p =.000)及培訓效益(r =.61, p=.000)之間有顯著正相關。結論/實務運用：門診專才培訓使人力得以開發與運用，能帶動學員及單位專業成長，研究結果可提供門診專才培訓計畫之參考。

Background: Outpatient care highly depends on mutual support, and therefore, demands personnel with multiple experiences in different nursing fields as well as crisis management ability. In order to promote outpatient care services and to maintain quality of care, an outpatient care training program had been carried out to provide ward nurses with at least one-year practical training at outpatient units. The program had been running for years and the evaluation of its effectiveness was needed. Purposes: To investigate the effectiveness of learning, effectiveness of training and the satisfaction. Methods: This research was a cross-section descriptive design. Questionnaires were developed to examine the levels of basic attributes, to evaluate learning effectiveness, training effectiveness on trainees, and satisfaction of training. A total of 62 valid responses were collected from the participants in the training program and the data was analyzed with SPSS 17.0 statistical package software. Results: (1) Learning effectiveness ranks as: affection effects (4.43±0.1), skills (4.19±0.25) , and knowledge( 4.11±0.15). (2) Training effectiveness ranks as: quality of care (4.35±0.1), growth in profession (4.31±0.21), utilization of human resources (4.18±0.45), and adjustment of pressure (3.59±0.63).(3) The highest evaluation was in the satisfaction with the instructor (4.21±0.1), the lowest, the satisfaction with training system (3.82±0.13).(4)There are significant differences between age and quality of care ( F =2.63, p =.04),and between age and professional growth ( F =3.89, p =.01).(5)satisfaction is significantly positively correlated with learning effectiveness ( r =.63, p =.000) and with training effectiveness ( r =.61, p =.000). Conclusions/Implications for Practice: The outpatient care professional training program enables human resources to be well developed and properly utilized, initiating growth in both trainees and institutions. The results of the research can be referred to as a sample of training program for incubating outpatient care professionals.