本研究的目的將探索男性護理學生在基護實習過程中護理理念建立之經驗。在台灣南部某大學護理系於2005年9月至10月間以立意取樣方法進行研究資料之收集。以半結構性訪談指引進行深度訪談，共訪談10位個案。經研究對象同意後進行訪談，訪談後將錄音資料轉譯成逐字稿，寫成行為過程紀錄，再運用內容分析法將所收集資料加以分析、整理歸納。研究結果可方為三大類目和一些主題。在志向的選擇包括有：(1)接受親人朋友推薦、(2)思考未來職場需求、(3)希望照顧他人的熱忱、(4)學業科目的能力限制；在職業性別窠臼的方面有：(1)傳統性別角色的顛覆、(2)物以稀為貴的期待、(3)澄清外界質疑的勇氣、(4)難以啟齒的尷尬困境；基護實習後對護理理念的建立則為：(1)質疑臨床複雜業務無法勝任、(2)有形到無形視野的轉換、(3)體會自身不足激發學習動機、(4)以從事關懷照顧的神聖工作為傲、(5)更確信護理工作是未來出路。期望此結果能為護理教師在男護生養成教育上的參考。

The purpose of this preliminary study was to explore male nursing students' development of nursing philosophies during their fundamental nursing primary clinical practice. Purposive sampling was conducted at a department of nursing in a university in southern Taiwan between September and October 2005. Researchers gave each of the ten subjects selected for this study a semi-structured, in-depth interview. The interviews were tape recorded and then transcribed word by word, before the content analysis method was used to analyze data. The analysis results can be classified into three major categories and various associated themes. The first category, professional ambition choice, incorporates the four themes of: (1) acceptance of family members' or friends' recommendations; (2) consideration of career development factors; (3) eagerness to care for others; and (4) limitations imposed by academic achievements. The second category, professional gender expectations, incorporates the following four themes: (1) gender role revolutions; (2) expectations that "something rare is valued highly" ; (3) courage in addressing public misgivings about untraditional professional roles; and (4) formulaic gender gap problems. The third category, development of nursing philosophy following a primary clinical internship, incorporates the following five themes: (1) doubt regarding personal ability to master the complex tasks necessary to become a competent nurse; (2) translation of one's field of vision from the visible to the invisible; (3) stimulation of learning upon recognition of inadequacies; (4) pride in being engaged in the "sacred" work of caring; and (5) increased confidence in continuing a nursing career. The results of this study may guide nursing educators in promoting an active approach toward training and professional education.