本文是以質性研究的方法，經由護理學系四年級下學期的「護理專業問題研討」課程，暸解個體在課程後的變化。本文資料來源，主要根據該課程實際運作內容、課程結束後一週學生繳交的書面資料、課堂討論記錄、以及課程大綱，以敘事分析的方式，整理收集的資料。結果發現學生在豐富的園地裡，藉著自我觀照，出現生命的轉化。此外，分別由「生而不有」、「欣賞的批評」、「用心若鏡」三方面探討教學的態度。

This study was couducted with 47 senior baccalaureate nursing students who enrolled in the discussion course of Professional Issues. The purpose of this study was two-fold: to describe the students' learning experience, and to discuss alternative approaches in nursing education. Data was collected from the students' written reports and group discussions as well as from researchers' participant observation during the Profession Issues course. Applying hermeneutic inquiry, the manner of students' growth and development in professional education was described. The findings support the concept that students can be led to self-reflection and an eventual transformation when allowed to express themselves in a non-threatening environment. The finding of this study indicated that, con-trary to traditional conceptions of teaching, an educator's role can be effective as one in which constructive criticism (欣賞的批評), power-sharing between teacher and students (生而不有) and "taking one's mind as a mir-ror(用心若鏡)"