護理人員從事護理工作一段時間，常面臨專業知識的不敷使用，或遇到工作瓶頸萌生職業倦怠，因此有許多人選擇重回校園求學。本研究採質性研究法，以自我陳述及焦點團體法針對某國立大學十一位在職進修班二年級學生為對象，採用部分紮根理論研究概念和方法來進行資料收集和分析。研究結果以護理在職進修學生的「求學動機」，「多重角色壓力及生活重大事件」，「自我身心調適」等生活經驗做一呈現，顯示再進修學生於身兼多重角色下所面臨來自課業、實習壓力、工作要求、經濟考量及家庭互動維繫等，各角色間尷尬、衝突與調適，使在職進修學生所處狀態實非一般大學生之處境。建議未來想投入在職進修行列的護理人員，對多重角色可能造成之衝突有更多的了解，以做更妥切的調適及充分的心理準備。

　　　　　After working for a period of time, nurses often feel that their professional knowledge is insufficient, or experience professional burnout. In order toovercome this problem, many registered nurses have chosen to return to school. Qualitative methods were applied in this study to understand the lived experiences and coping processes of 11 registered nurses who were sophomore university students. The methods of data collection included focus group interviews and students' written assessments of their learning experiences, thoughts, and feelings about being students. Some grounded theory techniques were used for data analysis. Three major themes emerge to represent these students' learning and adjustment process. They are: (1) motivation for going back to school; (2) conflicts and dilemma of assuming multiple roles; and (3) self-adaptation and social support. This suggests that the nursing administration and educational system should take notice and create a more supportive and understanding environment for registered nurses where they can work and grow in their profession.