本研究採橫斷式的研究設計，以問卷為工具。針對101名就讀於不同年級之護理人員學士學位進修班（或夜間部護理系）學生進行調查；目的在於：(1)瞭解研究對象就讀之動機與畢業後之計畫；(2)探討及比較不同年級之護理人員學士學位進修班學生之護理能力；(3)探究學生就讀前與入學後之護理能力變化情形；以及(4)探討影響護理人員學士學位進修學生護理能力之因素。研究結果顯示護理人員會繼續就讀學士學位班的主要動機有：取得更多的專業知識與技能、獲得學士學位、有助於升遷。畢業後之計畫方面：45.5%的受試者表示其畢業後會留在臨床工作，然亦有41.6%的受試者表示將會更換工作。就所有年級的學生而言：六類護理能力中得分較高者為「臨危╱瀕死病人照顧能力」與「專業發展能力」；而得分較低者為「教學╱協調能力」與「計畫╱評值能力」。在比較不同年級學生之護理能力時發現：最高年級（三年級）之六分類及整體護理能力得分均最高，而以一年級學生最低。此外，由學生自評入學前與入學後（第一、二、三年結束時）之護理能力有何變化時發現；不論何年級學生均自覺有進步，尤其是二、三年級學生之進步情形更為明顯。經複迴歸分析發現影響護理人員學士學位進修班學生護理能力的主要因素為：年級、收入、工作專科別、入學動機與職位；此五個變項共可解釋50.0%的總變異量。最後，就研究結果而提出對護理教育、護理行政與護理研究之建議。

　　　　　Using a cross-sectional design, a self-rated questionnaire was used toaccumulate data from RN students entering and exiting in three grades. Thepurposes of this study focused on: (1)understanding the motivations and the futureplans to enroll in RN-to-BSN program; (2)describing and comparing the nursingcompetencies of RN students who studied in different grades; (3)identifyingchanges in nursing competencies before enrolling in the RN-to-BSN program andafter one, two, and three years; and (4)determining the factors influencing theRN students' nursing competencies. Results in this study indicated that acquiringmore professional knowledge and skill, earning the BSN degree, and facilitatingpromotion were the main reasons for studying in the RN-to-BSN program. Nearlyhalf (45.5%) of the subjects would remain in clinical nursing work when theygraduated from this program; 41.6% of the subjects wanted to change their jobs.Among six-dimensional nursing competencies for all RN students, the higher scoreswere in critical/dying care and professional development abilities; the lowerscores were in teaching/collaborating, and planning/evaluating abilities.Comparing different grades, the third grade RN students had the highest scorssin six-dimensional and total nursing competencies; the first grade RN studentshad the lowest scores. Next, changes in nursing competencies between beforeenrolling in the program and the time of conducting this study (after enrollingone, two, or three years) were identified. Those findings revealed that progressoccurred in all students, especially in the second and the third grade RN students.Using a multiple regression analysis, five variables (i.e., grade, income, workspecialty, motivation, and staff position) were deemed influential in leading tonursing competencies for RN students and accounted for total variances of 50.0%.Finally, recommendations were made regarding nursing education, nursing administra-tion, and nursing research.