背　景臨床實習整合了理論與實務之過程，如何培養學生自我調整學習能力，以應付快速變遷的醫療照護環境，是相當重要的課題。目　的探討大學基本護理學實習中，融入自我調整學習策略之教學，考驗自我調整學習策略教學之效果。方　法採類實驗不等組前後測設計；研究對象為初次實習基本護理學實習之學生，共75人；實驗組28人接受四週的介入課程；對照組47人未採取任何介入措施；測量工具為自我調整學習歷程量表及學生實習成績，以SPSS 15.0視窗版套裝軟體進行資料分析，描述性統計以次數分佈、百分比、平均值、標準差等分析，推論性統計則以independent t-test、paired t-test、Mann-Whitney test、Wilcoxan sign
ranks test、McNemar test及皮爾森積差相關等統計方法考驗。結　果實驗組學生自我調整學習能力進步程度優於對照組學生（χ2 = 15.21, p < .05），另外比較單組前後測差異，發現實驗組學生自我調整學習能力前後改變有顯著差異（t = -2.235, p < .05），對照組學生則無（t= 0.355, p > .05）。結　論／實務應用一自我調整學習策略教學介入，有助於提升護理大學生自我調整學習能力及二自我調整學習能力與實習成績是有相關的。未來可將自我調整學習策略，持續不斷的應用於護理課室與實習中，並採多元教學策略，以提升學生自我調整學習能力。此外，建議日後的研究，可針對本研究量表進行建構效度；亦可採長期追蹤方式，評量自我調整學習策略介入之成效。

Background: Clinical practica integrate theory and practice.Understanding the process by which students develop self-regulated learning abilities within the context of a fast-changing medical environment is important.
Purpose: This study was designed to assess the effectiveness in practice of self-regulated learning strategies taught to baccalaureate nursing students in a course entitled, Basic Nursing Practicum.Methods: This was a quasi-experimental study that employed an unequal pre/post test design. Participants included 75 students who were currently taking “Basic Nursing Practicum” for the first time. The control group comprised students who had not taken any such intervention course. Data analysis was done using SPSS 15.0 for Windows. Results were analyzed using descriptive statistics in terms of distribution frequencies, percentages, mean values, and standard deviations. Inferential statistics were conducted using an independent t-test, paired t-test, Mann-Whitney Test, Wilcoxan sign Ranks Test, McNemar Test and Pearson’s correlation.Results: Results found that the experimental group acquired self-regulated learning abilities faster than the control group (χ2 = 15.21, p < .05). Comparison of pre- and post-test results indicated a significant difference in the self-regulated learning abilities of the experimental group (t = -2.235, p < .05), but not in that of the control group (t = 0.355, p > .05).Conclusions / Implications for Practice: Key findings included: (1) Teaching baccalaureate nursing students self-regulated learning strategies is helpful in enhancing students’ self-regulated learning abilities. (2) Self-regulated learning ability affects academic performance. In the future, self-regulated learning strategies should continue to be applied in nursing courses and practica, as part of a diverse range of teaching strategies designed to enhance student
self-regulated learning ability. In addition, future studies should seek to further construct the validity of scales developed in this research in order to provide a more comprehensive measuring tool. Future studies should involve a larger number of participants. Lastly, a longitudinal study may be conducted to assess the results achieved through the actual
implementation of self-regulated learning strategies.