本研究昌在探討同儕教導對護理技能學習之成效。首先招募8位同儕教導者，施與第一階段助人技巧訓練與第二階段身體評估技能實務訓練;編製「同儕教導者與受教者學習態度問卷量表J'以修習身體評估課程的護理科學生為對象，採準實驗設計，依授課先後分對照組44人與實驗組48人。實驗組接受「同儕教導學習法J'對照組貝11採「傳統學習法」。以SPSS13.0套裝軟體進行資料分析，其研究結論如下: (一)實驗組在身體評估課程之學理成績、技能測試成績、二週後技能保留測試成績與學期成績等學習成效皆顯著優於對照組;而二組之課後平均技能練習時數無顯著差異，但實驗組時數多於對照組。(二)身體評估課程之學理成績、技能練習時數、技能測試成績、學期成績、與二週後技能保留測試成績之間皆呈顯著的正向關條。(三)同儕教導者與受教者，對同儕教導策略的實施均戚到滿意，其學習態度五等量表之平均得分依次為4.75、4.41。

(四)同儕受教者認為同儕教導學習易懂沒有壓力，可增強學習信心與效率，並促進彼此戚情交流;8位同儕教導者認為:同儕教導學習縮短了師生距離，增進同學問溝通技巧，主吾養耐心與責任戚，獲得更大信心與成就戚。

The resωrch is for the purposes of evaluating the effects of peer tutoring applied in nursing skill learning in the courses of human physical examination. In order to achieve the goal， eight students experienced the two stages of training program for the qualification of peer tutors. The former stage was giving the training in the skills of helping relationship and the later stage was giving the training in the skills of human physical assessment. A quasi-experiment research design was employed in this study. Forty-four students in the same class assigned to a control group were given the programs of traditional teachinιwhile 48 students in the other class were assigned to an experimental group were given the programs of peer tutoring strategies. SPSS 13.0 for windows was used to αnalyze the quantitative data included the attitudes of learning; the scores of written test， skill tests， skill retention test and the academic achievelηents. The results of this study were listed: (1)Scores of written test， skill tests， skill retention test and academic achievements in experimental group were signiftcantly higher than that of control group. (2) There was significant correlation between the scores of written test， the periods of skill practices， the scores of skill tests， the scores of academic achievements and the scores of skill retention test. (3)The scores of written test， the periods of skill practices， the scores of skill tests and the cores of academic achievelηents had significantly positive conrrelantion with the score of skill retention test. (4) The peer tutops and subjects perceived the satisfactions on the program of peer tutoring. The Likert s 5-points scores of learningαttitudes in peer tutors and subjects were separately 4.75 and 4.41. The peer tutor felt that peer tutoring on nursing skill leaning played an important role. Besides shortening the distance between the teachers and students， the instruction of peer tutoring could improve thetutors， skills of communication， foster patience and responsibility， and by the teaching process they acquired more confidence and made a great achievement. The subjects who received the teaching斤。m peer tutors felt that the same age in peer tutors and subjects relieved the pressure of learning and claimed an aggressive attitude towards nursing skill learning in the courses of the human physical assessment