本研究探討網路同儕互評方式促進護生學習護理溝通的效果。研究採準實驗設 計，參與者為某護專四年級修習「精神科護理學」課程的兩班學生，其中一班49人 為實驗組，運用網路同儕互評學習溝通技巧；另一班52人為控制組，以傳統紙筆同 儕互評方式進行學習。研究實施採前後測控制組設計（pretest-posttest control group design），兩班學生的溝通技能表現評估係根據學生團體討論的影片進行專家評 分，並以問卷了解兩組學生在學習溝通時自我調節學習歷程之差異。研究結果發 現：一、實驗組的後測溝通技能表現顯著高於控制組；二、實驗組與控制組的同儕 互評分數與專家評分在前、後測皆未達顯著相關，顯示網路同儕互評環境未能有效 提升護生的評估技能，往後系統可加入促進學生對溝通評量指標認知的機制；三、 實驗組於學習過程中，較常使用不同的學習策略來改善溝通學習，曾經覺得沮喪而 想放棄學習的比例亦較低。建議未來之護理溝通教學訓練可使用網路同儕互評方 式，以減輕教師負擔，並促進學習效果。

This study explored the effects of web-based peer assessment on promoting nursing students’ communication skills. A quasi-experimental research design was conducted to investigate the effects. The participants were two classes of fourth-year students who were enrolled in a “psychiatric nursing” course in a nursing college. One class with 49 students served as the experimental group, and used web-based peer assessment to learn nursing communication skills. The other class with 52 students served as the control group, and used traditionally paper-and-pencil method. We used pretest-posttest control group design and collected two classes of students’ group discussion videos rated by the experts to compare their performance of nursing communication skills. A questionnaire was conducted to understand the differences of their self-regulated process while learning communication. The results demonstrated that the performance of communication skills of experimental group in posttest was higher than that of control group. However, the peer assessment scores of experimental group and control group were not signifi cantly correlated with the experts’ scores in pretest and posttest, indicating the online peer assessment did not effectively improve students’ assessment skills of communication. Future systems should be considered to promote students’ awareness of communication rubric. Furthermore, while learning communication, the students in the experimental group used different strategies more often to improve their learning than the control group. In the experimental group, the proportion of students who felt depressed and wanted to give up their learning was lower than the control group. It is suggested that the future nursing communication training could use network peer-evaluation approach to reduce the burden on teachers, and to promote learning.