本研究目的主要探討五專實習護生與臨床指導教師學習型態，對學生實習表現及教學滿意度的影響。藉由問卷調查法，以便利取樣收集中部某技術學院201位五專護理實習學生及24位指導教師共225位進行統計分析。研究結果發現，學生主要學習型態為具體學習者，而老師主要為抽象學習者。學習型態一致的佔31%。學習型態中，概念操作的老師比概念觀察老師給學生成績來得高;學生給予具體操作老師的評價顯著比具體觀察者和概念觀察者來得高。師生學習型態一致性並不影響學生實習成績。在教學滿意度上，只有具體操作型的教師和學生型態一致時，學生有顯著較高的滿意度。研究結果針對教育、教學和研究上提出建議。

The purpose of this study was to explore the effects of learning style of students and their faculty on stu-dents' academic achievement and teaching satisfaction. Data were collected and analyzed from a convenience sample consisting of 20 1 nursing students and 24 clinical instructors from an Institute of Technology in cen-tral Taiwan. The research findings revealed that a majority of the students had concrete styles, while instruc-tors had abstract styles. Only 31% of them had matching learning styles. Instructors who were convergers gave a significantly higher grade to students than did assimilators. Instructors with an accommodator style were much better appreciated by students than divergers or assimilators. There were no significant differences in academic achievement when the learning styles of students and teachers were matched, except that where both students and clinical instructors were accommodators, there was significantly higher teaching satisfaction than when styles were mismatched. Implications of the study were proposed.