本研究之目的在探討專科護生畢業前、畢業一年及畢業二年時專業承諾改變及此改變與工作背景和機構滿意度的關係。研究對象為護理專科應屆畢業生890人。以「護理專業承諾量表」為主要工具，第一次施測於研究對象畢業前，第二次於畢業一年時，第三次於畢業二年時，問卷項目加上基本資料及對機構的滿意度。所得資料以百分比、平均值、標準差、相關檢定、重複量數事後比較、重複量數變異數分析等統計方法處理。結果顯示：（1）護理專業承諾三次得分依次為2.96, 2.84, 2.79，滿分為四分；（2）三次專業承諾互相呈顯著正相關，畢業二年時之專業承諾與機構滿意度呈顯著正相關；（3）畢業一年與二年時的專業承諾均比畢業前顯著降低，但畢業一年與二年時之專業承諾間無顯著差異；（4）畢業二年專業承諾的改變不因工作性質、科別不同而有差異，但因醫院型態不同而有差異；（5）機構滿意對從畢業前到畢業後二年專業承諾的降低有顯著影響，對畢業後一年與畢業後二年間的專業承諾改變亦呈顯著影響。研究建議護理教育界與業界共同來關注護理人員專業承諾改變的情形，瞭解護理人員對機構的滿意程度，以穩定護理人員的專業承諾。

　　　　　The purposes of this longitudinal study were to understand the changes in professional commitment from nursing students before graduation to registered nurses one year and two years after their graduation, and to find the relationship among these changes, work backgrounds and organizational satisfaction. The sample consisted of 890 junior college graduates. The Nursing Professional Commitment Scale was used for data collection at the first and the second test, while work backgrounds and organizational satisfaction were included at the third test. The data were analyzed by using percentage, mean, standard deviation, correlation and repeated measure ANOVA statistical methods. The results showed that: (1) The average scores of the three tests were 2.96, 2.84 and 2.79, with a full point scale of 4. (2) There were positive correlations among the three tests of professional commitments; also, positive correlation was shown between organizational satisfaction and professional commitment on the third test. (3) The scores for overall nursing professional commitment decreased significantly one year after graduation, but there were no significant changes from one year to two years after graduation. (4) There was a significant relationship between the changes in professional commitment and grades of hospital, but no significant relationship with job category or work unit. (5) Organizational satisfaction influenced the decrease in professional commitment from nursing students before graduation to two years after graduation; it also changed professional commitment from one to two years after graduation significantly. The author suggests that nursing educators and administrators should be concerned with changes in the professional commitment of nurses so as to increase nurses' organizational satisfaction.