本研究的目的是探討護理學生在關懷照護課程融入服務學習之學習成效。研究對象為某科技大學護理學院護理系五專學制100個護理學生，專業必修「關懷照護」課程。研究方法採取單組前後測之準實驗性設計，在關懷照護課程融入服務學習3天（24小時），運用關懷照護理論及實踐為研究架構基礎，培養護理學生服務學習之落實推動於家人、班級、學校、社區、社會。研究工具以Likert五分量表，Cronbach'sα係數為0.92-0.96。研究資料收集透過採取自擬定關懷照護課程與服務學習問卷評鑑量表，以及開放性問題進行資料收集。研究資料分析採取量性及質性分析，量性資料以SPSS19.0統計軟體進行資料分析；質性資料以內容分析法進行資料分析。研究結果顯示護理學生服務學習之自我前後比較分析來看，所有前測之平均數介於3.09-3.57之間，所有後測平均數介於3.91-4.44之間，所有後測減前測之平均數介於0.70-0.98之間，所有項目皆達顯著差異，也即護理學生在關懷照護課程融入服務學習之學習成效，皆呈現顯著性的進步。

The purpose of this study was to explored the learning effects of nursing students in caring curriculum to integrate service learning. The subjects of this study were 100 nursing students in caring curriculum in the department of nursing in a technology university. The research method used pre-experimental study in a single group with pre-test and post-test. It was a caring curriculum to integrate service learning for twenty-four hours in three days. Using caring theory and practice to educate nursing students and practice caring to themselves, families, schools, communities, societies, and countries. Questionnqire savey was applied with Likert five points scale and it's Cronbach's α were 0.92-0.96. The data collected by self-designed questionnaire, including both quantitative and qualitative questions were to measure the leaning effects of service learning for nursing students. The data analysis used SPSS 19.0 software for quantitative analysis and content analysis for qualitative analysis. The results of study showed that nursing students had positive learning effects for service learning in pre-test scores ranged from 3.09 to 3.57 and post-test scores from ranged 3.91 to 4.44 with P value less than 0.001 in all items. The study concluded that nursing students improved in the learning effects of caring curriculum integrating service learning.