為提升新進護理人員的留任、適應能力及專業能力，某醫學中心護理部於94年起實施護理臨床教師制度，本研究目的旨在了解(1)探討臨床教師接受「臨床教師訓練」學習前、後自我評值(2)臨床教師接受「臨床教師訓練」課程的評值(3)臨床教師及新進人員對「臨床教師制度」的評值(4)利用「新進人員訓練指引」帶領新進人員3個月後新進人員護理能力評值。研究結果顯示：95.7%的臨床教師肯定「臨床教師制度」，認為此制度有助於增強其教學能力，幫助新進人員迅速適應環境及學習照護技能，有效建立輔導關係，成為新進人員留任的有力支持，值得繼續推行。在護理臨床教師受訓後自我評值前後得分差異，顯示認知得分比能力得分差異較高。

The aims of this study were (1) evaluating self-assessment before and after this program, (2) acceptive assessment of clinical preceptors toward program curriculums (3) criticisms from both preceptors and new nurses, and (4) assessing abilities of new staff after 3 months training with this program. The results of this study showed that most of the preceptors (90%) approved this program and found it helpful in enhancing their teaching abilities, advancing new staffs adaptation and learning skills, establishing efficient relationships, and becoming a powerful tool in retention of new staff. Conclusion: Situational clinical teaching design man increase practice effect for the preceptor's simulated role. An additional course for revival of preceptor's vitality is necessary. Through implementation of support groups, preceptors can benefit the interaction and encouragement of mutual supports.