本研究採橫斷式的研究設計，以問卷為工具。針對101名就讀於不同年級之護理人 員學士學位進修班（或夜間部護理系）學生進行調查；目的在於：(1)瞭解研究對象就讀之 動機與畢業後之計畫；(2)探討及比較不同年級之護理人員學士學位進修班學生之護理能力 ；(3)探究學生就讀前與入學後之護理能力變化情形；以及(4)探討影響護理人員學士學位進 修學生護理能力之因素。研究結果顯示護理人員會繼續就讀學士學位班的主要動機有：取得 更多的專業知識與技能、獲得學士學位、有助於升遷。畢業後之計畫方面：45.5%的受試者 表示其畢業後會留在臨床工作，然亦有41.6%的受試者表示將會更換工作。就所有年級的學 生而言：六類護理能力中得分較高者為「臨危╱瀕死病人照顧能力」與「專業發展能力」； 而得分較低者為「教學╱協調能力」與「計畫╱評值能力」。在比較不同年級學生之護理能 力時發現：最高年級（三年級）之六分類及整體護理能力得分均最高，而以一年級學生最低 。此外，由學生自評入學前與入學後（第一、二、三年結束時）之護理能力有何變化時發現 ；不論何年級學生均自覺有進步，尤其是二、三年級學生之進步情形更為明顯。經複迴歸分 析發現影響護理人員學士學位進修班學生護理能力的主要因素為：年級、收入、工作專科別 、入學動機與職位；此五個變項共可解釋50.0%的總變異量。最後，就研究結果而提出對護 理教育、護理行政與護理研究之建議。

　　　　　Using a cross-sectional design, a self-rated questionnaire was used to accumulate data from RN students entering and exiting in three grades. The purposes of this study focused on: (1)understanding the motivations and the future plans to enroll in RN-to-BSN program; (2)describing and comparing the nursing competencies of RN students who studied in different grades; (3)identifying changes in nursing competencies before enrolling in the RN-to-BSN program and after one, two, and three years; and (4)determining the factors influencing the RN students' nursing competencies. Results in this study indicated that acquiring more professional knowledge and skill, earning the BSN degree, and facilitating promotion were the main reasons for studying in the RN-to-BSN program. Nearly half (45.5%) of the subjects would remain in clinical nursing work when they graduated from this program; 41.6% of the subjects wanted to change their jobs. Among six-dimensional nursing competencies for all RN students, the higher scores were in critical/dying care and professional development abilities; the lower scores were in teaching/collaborating, and planning/evaluating abilities. Comparing different grades, the third grade RN students had the highest scorss in six-dimensional and total nursing competencies; the first grade RN students had the lowest scores. Next, changes in nursing competencies between before enrolling in the program and the time of conducting this study (after enrolling one, two, or three years) were identified. Those findings revealed that progress occurred in all students, especially in the second and the third grade RN students. Using a multiple regression analysis, five variables (i.e., grade, income, work specialty, motivation, and staff position) were deemed influential in leading to nursing competencies for RN students and accounted for total variances of 50.0%. Finally, recommendations were made regarding nursing education, nursing administra- tion, and nursing research.