本研究主要目的在了解高中職健康與護理教師應具備之專業知能內涵。研究設計採用修正式德爾菲研究法（Modified Delphi technique），研究對象採取立意取樣，邀請專家學者、教師工作者及學習者等共21位組成本研究專家群。本研究以自編之「高中職健康與護理教師專業知能內涵」之德爾菲問卷，進行反覆三次之調查研究，其資料分析方法主要採用質性及量性分析方法。 研究結果發現（1）未來健康與護理教師應具備之專業知能為四個向度、十一項專業知能項目及四十六項專業知能內涵；（2）專業知能項目重要程度依序為教學能力、學科知識、專業精神、教育專業知識、教學理念、溝通表達能力、自我及專業成長能力、人際互動、輔導能力、積極進取、班及經營能力等；（3）前十大需求之專業知能內涵為學科教材內容知識、課程與教學知識、擬定教學計劃、設計多樣教學活動、蒐集及選擇可靠有效教學資料、教授課程內容能力、問題解答能力、檢討本身專業行為、參與專業成長及進修機會及建立和維持良好師生關係等；（4）各項專業知能之需求程度均高（平均數達4以上），且專家學者意見具一致性（標準差小於1；柯-史 Z 值達顯著水準）；（5）專家學者及教學工作者對於專業知能內涵之意見不具有差異性（克-瓦檢定未達顯著水準）。最後，針對本研究結果，對於未來健康與護理教師、師資培育方面及未來研究等方面提出相關建議。

This study was aimed to explore the professional knowledge and competence of health and nursing teacher at senior high school. The experts group consisted of 9 health and nursing scholars, 9 senior high school nursing teahcers and 3 senior high school students. The Delphi questionnair of 〝professional knowledge and competence for health and nursing teacher〞 was developed to accomplish the research purpose. And three rounds of data collection were applied to 21 experts. The descriptive data analysis and quantitative analysis methods were used in this study.The results indicated that (1) The professional knowledge and competence that health and nursing teachers required to possess containing 4 topics, 11 items, and 46 conents; (2) According the priority, professional knowledge that health and nursing teachers required were 〝teaching competence〞, 〝subject knowledge〞, 〝professionalism〞, 〝educational knowledge〞, 〝teaching belief philosophy〞, 〝communication competence〞, 〝Self and professional development〞, 〝personal interaction〞, 〝counseling competence〞, 〝endeavor〞, and 〝class management〞; (3) The top ten items on the list of detailed professional knowledge and competence contents were 〝subjects contents knowledge〞, 〝curricular and teaching knowledge〞, 〝design teaching strategies〞, 〝planning teaching activities〞, 〝collecting and selecting information〞, 〝teaching subject content〞, 〝solving problem〞, 〝introspecting individual behavior〞, 〝involve in professional development〞, and 〝maintaining teacher -student relationships〞; (4) The opinions of professional knowledge among experts would have compatibility; (5) No significant discrepancies would exist among the opinions of professors and practitioners regarding professional knowledge. Finally, according to the conclusion, we provide some suggestions for health and nursing teachers and future studies.