面對複雜多變的現今醫療情境，批判性思考能力是護理人員必備的專業特質，協助護生發展與具備此項能力是護理教育之培育重點之一。文獻指出文章判讀與寫作是培養批判性思考的教學策略，本系為增進護生之批判性思考，設計一著重於判讀與書寫的課程，以訓練護生之思考技巧，本研究之目的是探討此課程對促進護生之批判性思考能力的效應，並藉由護生的修課經驗與心得了解其思考改變歷程與意見，以作為改進課程設計之依據。研究採類實驗性設計，以立意取樣收案，將170位護生依修課與否分為實驗組及對照組，兩組分別在課程實施前後，接受文章判讀測驗並以自行發展之評量工具，比較兩組批判性思考之差異，結果顯示課程實施後實驗組 (n = 94) 與對照組 (n = 64) 的判讀測驗得分均高於實施前，但實驗組得分的提昇顯著高於對照組。對修課護生之經驗與心得加以內容分析，發現護生經由啟發已開始運用批判性思考的技巧於修課中，並由原本被動接受轉為主動參予的學習，自覺從此課程收穫與成長許多，呈現有進步的思考歷程。本研究結果提供實證資料以支持讀寫訓練的策略對批判性思考能力之正向效應，並肯定本課程的教學設計。

　　　　　Critical thinking is essential for professional nursing practice. Promoting critical thinking with teaching strategies has been a focus of nursing education and nursing research. Reading and writing assignments are teaching strategies for fostering critical thinking ability. We developed a course with the emphasis on critical reading and writing. The purposes of this study were to explore the effect of the course and teaching strategies on promoting critical thinking and to understand the learning experience and perception of nursing students as part of the course assessment plan. Quasi-experimental design and purposive sampling were used. 170 students of a two-year nursing program were grouped into an experimental and a controll group depending on whether or not they took the course. The change in critical thinking ability was evaluated and determined based on performance in an article critique test before and after the course. Data was collected with an assessment tool developed for the purposes of the research and was analyzed with descriptive statistics, paired t-test, and two-factor analysis of variance with repeated measures and content analysis. The findings were: (1) The scores on the critique test at the end of the course in both groups were significantly higher than before the course (p < .001). The improvement in score of the experimental group, however, was significantly higher than that of the control group (p < .001). (2) Changes in thinking pattern and learning attitude, as well as a feeling of growth and achievement, were found in content analysis of students' self-evaluation of their learning experience and perception. Critical thinking skills were applied while learning the course. The results not only provide evidence to support the positive effect of reading and writing assignments on critical thinking ability but also confirm the teaching and learning activity design for the course.