背景：初階專科護理師的教學行為是影響訓練中專科護理師轉任成功與否之關鍵，研究顯示教學行為、職場壓力及專業承諾之間有相關，卻極少有文獻驗證專業承諾是否為職場壓力與教學之中介效果。
目的：探討初階專科護理師職場壓力、教學行為、專業承諾之相關性預測因子及中介效果。
方法：採橫斷面式研究設計，共有79位初階專科護理師參與。研究工具包含：專科護理師基本屬性表、職場壓力量表、專業承諾量表、教學行為量表。
結果：研究結果顯示「職場壓力」與「專業承諾」、「教學行為」呈負相關（r = -.37, p < .01; r = -.27, p <.05）。「專業承諾」與「教學行為」呈正相關（r = .61, p < .001）。「專業承諾」為「教學行為」之預測因子（β = .59, R2 = .38, p < .001），「專業承諾」為「職場壓力」、「教學行為」之中介變項（Z = -3.11,p < .001）。
結論／實務應用：研究結果證實初階專科護理師專業承諾為職場壓力與教學行為之中介變項。並提供提升專業承諾在職教育之參考依據。

Background: Teaching is a vital competency for nurse practitioners (NP). Correlations among teaching behaviors, workplace stress, and professional commitment in novice NPs have been identified in previous research. However, the mediating effect of professional commitment on workplace stress and teaching behaviors is an issue that has been investigated in only a few studies.
Purpose: To explore the relationships among workplace stress, teaching behaviors, and professional commitment in novice NPs and to identify the predictors and mediators of teaching behaviors.
Methods: This cross-sectional study used a sample of 79 novice NPs. The research instruments used were the Nurse Workplace Stress Scale, Nurse Professional Commitment Questionnaire, and Clinical Teaching Behavior Inventory.
Results: Negative correlations were found between workplace stress and professional commitment (r = -.37, p < .01) and between workplace stress and teaching behavior (r = -.27, p < .05). A positive correlation was found between professional commitment and teaching behaviors (r = .61, p < .001). Professional commitment was identified as a predictor of teaching behaviors (β = .59, R2 = .38, p < .001) and as a mediator of workplace stress and teaching behaviors (Z = -3.11, p < .001).
Conclusions/Implications for Practice: The findings verified professional commitment in novice NPs to be a moderator of workplace stress and teaching behaviors. The results of this study may be used to facilitate growth in professional commitment in healthcare practice settings..