背　景 跨科學習病患照護，所獲得的內在價值，將是護理人員穩固自我專業之動能。
目　的 探討護理人員在不同單位接受跨科訓練的學習經驗。
方　法 採現象學研究法，以某醫學中心，自民國96年1月至12月完成跨科訓練之護理人員為對象，採立意取樣方式，運用深度訪談，收集11位參與者的經驗敘述，以Colaizzi（1978）的現象學研究步驟進行資料分析。
結　果 結果呈現兩大現象主軸，包括踏入陌生的疆界與超越己身的限制。護理人員在跨科訓練學習歷程中，從一開始，面對重新適應的痛苦與人際互動的困境，然後，在入境隨俗的委屈中，孤立無援地掙扎，並謹慎地維護自尊，進而，突破己身的限制，在探索中有所收穫。反思學習過程中，雖然歷經內化的苦澀，卻也因深入其境，展現更正向的學習態度與成就。
結　論／實務應用 護理人員在跨科訓練學習過程中，雖然歷經無助、害怕與挫折，卻也豐富專業知識，增長照護能力。研究結果將可提供護理教育及管理者未來在培訓重點人才計畫之參考。

Background: Knowledge learned from cross-training and its practice in patient care can facilitate nurse professional growth.
Purpose: The purpose of this study was to explore the learning experiences of nurses who received cross-training in different units.
Methods: A phenomenological approach was used, and Colaizzi’s method (1978) was applied to analyze data. Study participants were recruited from a population of staff nurses who had received cross-training at different units in a medical center between January and December, 2007. A purposive sampling method was used, and in-depth interviews were audio-recorded to collect the narratives of eleven nurses.
Results: The two phenomenological themes identified included: (1) entering into strange territory and (2) transcending personal limitations. In the process of cross-training, nurses first adapted to different environments and depended on others for support. Afterward, they faced difficulties in interpersonal relationships and faced inner conflict on many issues. Finally, after an initial learning process, they report feeling of breaking through personal limitations and achieving professional growth. Reflecting on the cross-training process, participants related that knowledge internalization and hands-on experiences, although for many a difficult experience, helped them attain better learning attitudes and achievements.
Conclusions / Implications for practice: Nurses experienced feelings of helplessness, fear and frustration while participating in their cross-disciplinary training. However, the improvement in professional knowledge and healthcare capabilities that resulted can enrich their professional skills and careers. We hope study findings may be referenced by nursing administrators involved in planning cross-disciplinary training for nurses.