本文應用Kolb經驗學習理論於護生模擬體驗課程設計，透過產生感官訊息，引發學習者對環境中的事物產生近似真實的知覺，並以替代方式感受他人的情感狀態，以及體會對方的情感經驗，進而展現同理心。經驗學習理論所強調之學習過程，對於學生同理心的培養是有幫助的。經驗學習理論分為具體經驗、反思觀察、抽象概念及主動實踐等四個階段，並構成一個學習迴圈，強調學習是以經驗為基礎的持續性過程，透過過程形成概念，並通過經驗不斷修改，促進學習者的學習成效，讓學習歷程更為完整。課程學習後，護生給予正向學習回饋，並表示可以深刻揣摩孕婦的真實情境，學習如何與孕婦互動，能更同理孕婦心理，有助於建立關懷態度，並在觀察中省思，如何創造友善環境並提升臨床環境安全。護理強調健康照護而非疾病治療，照顧過程當中需要建構護生的同理心，讓護生能夠體會個案的身體狀態，以提供具敏感性的個別照護，強化照護的適切性，培養同理心為養成教育過程中被重視的一環，也是單純的講述型授課所無法滿足。

This article describes the application of Kolb's experiential learning theory to the design of the nursing simulation experience course, which generates and induces the learner to have realistic perceptions when interacting with the environment. Empathy is the ability of an individual to feel the emotional state and experience the emotional experience of others. Experiential learning theory has four stages, namely concrete experience, reflective observation, abstract conceptualization, and active experimentation, which together constitute the learning circle. Experiential learning is a continuous experience-based process that promotes the learning outcomes of learners and makes the learning process more complete and comprehensive. This happens by forming concepts through processing and continual modification through experience. The student nurses provided positive feedback after learning and realized the profound impact of pregnancy, learned the appropriate methods to interact with pregnant women and became more sympathetic toward pregnant women. Consequently, student nurses learned through reflection and unraveled how to create a friendly environment and improve safety for pregnant women. Nursing emphasizes health care rather than on disease treatment. Cultivating empathy among nursing students to help them understand the physical condition of the patient to provide sensitive individual care and enhance the appropriateness of the care provided. Cultivating empathy is a part of being valued in developing education, and it is impossible to satisfy the simple narrative.