目標：探討護理人員參與管理相關科系之在職進修動機與相關因素。方法：研究設計採用橫斷式調查法，使用具有良好信、效度之結構式問卷為調查工具，以南部二所大學護理管理系在職進修學生為對象，共發出問卷242份，有效問卷228份，回收率94.2%。結果：護理人員參與管理相關科系之在職進修動機前五項為取得更高學位與文憑、擴大自己眼光見解以便適應未來變遷、充實專業上的知識、肯定自我或使自己有成就感、為了滿足個人求知慾望及吸收新資訊等。經使用因素分析法將32題護理人員參與在職進修動機問題歸併成自我成長、就業與發展、同儕競爭、刺激與逃避等四因素，可解釋總變異量為48.9%。進修學校的上課時間安排、工作地點與學校上課地點的距離、居住地點與學校上課地點的距離、在職進修學校的硬體設備、及在職進修學校的學習風氣等五項為影響選擇就讀學校之主要因素，其亦可歸併成課程規劃、學校距離、學位成本、及整體評價等四因素。影響護理人員參與在職進修動機之相關因素方面包括了工作年資、家人支持、離職次數、子女數、同住者總收入、個人收入、學位成本、整體評價等等因素。結論：護理人員參與管理相關科系之在職進修主要動機為取得更高學位與文憑，此結果及影響選擇就讀學校的原因均與過去許多研究結果截然不同。

　　　　　Objective: The aims of this study were to investigate the motivational factors of nurses participating the evening in-service education course which was a non-specialty graduated degree program, and examine the relationships among motivation, and affecting factors of participation. Method: According to the literature review, the study design was a cross-sectional study, and administrated an acceptable reliability, validity and structural questionnaire for gathering empirical data. The Non-random sampling sample was 228 students (responded rate was 94.2%) enrolled in the nursing management program from two universities in Southern Taiwan. Results: The results were shown : the most five important motivational factors were taking the degree of bachelor, widening self outlook for future change, enriching professional knowledge, pursuing self-affirmation/self-accomplishment, satisfying self's desire of knowledge, and acquiring knowledge. The factor analysis and linear regression analysis were utilized to analyze the data for advance findings. Four advanced motivational factors were extracted from thirty-two items of questionnaire, including self-growth, employment and career development, peer competition, and escape and stimulation. The total variance was about 48.9%. Moreover, the most important factors which affected nurses' choosing in-service school were the schedule of courses programs, the distance from the work place to the school, the distance from home to the school, school's hardware and facilities, and the learning climate of the school. The thirteen affected factors were be grouped as four factors, including courses planning, geographic distance of the school, cost of degree, and overall evaluation of school. Making further investigation, there were a few factors which affected on the motivational factors, including work experience(year), strength of family support, number of previous employers, number of children, total income when living together, personal income, cost of academic degree, and overall evaluation. Conclusions: the most important motivational factor of nurses participated in in-service education was taking the degree of bachelors. This was distinctly different with other researches. The affected factors of nurses' choosing school were sharply different from others'.