本研究在於探索護生分享團體所引發的學習歷程。採質性研究之焦點團體訪談法，引導成員分享臨床實習的體驗，經系統化分析團體互動過程之文字資料，歸納出護生在分享團體的學習歷程發展，由固步自封、映照本心、用心若鏡、到自在自得:由成員互動現象中發現團體如同一面鏡子，護生不僅對團體映照出個人學習的狀態，並透過團體互動提供鏡照學習、和認同學習的功能，透過此一人際交流分享的團體力量，觸發學生更積極的反省與調整自我，進而樂於接納目前的護生角色，展現個人在護理態度與行動的改變。

This narrative study looks at the learning process in a sharing group during clinical practice and its implications for interpersonal learning. Fourteen senior baccalaureate-nursing students were recruited. Students were invited to talk about their experiences in the clinical practice by a focus interview process. All the process was tape-recorded and transcribed verbatim. Narrative analysis was used to summarize the context of the learning process in the sharing group. Four categories were deduced; namely, yielding to open mind, reflect-ing real self, learning as others' regards, taking pleasure in clinical learning. The interaction between the stu-dents in the sharing group provided a mechanism for self-modification. The sharing group would encourage more in-depth self-inspection and self-accommodation, which could help the students to perform their professional roles better.