護理教育模式從「以內容為導向」轉變到「以成果為導向」。護理教師需關注畢業生會面臨的職場環境，配合學校辦學目標，發展以培育專業需求的素養為方針的課程架構。用概念分析的方法，澄清各種素養的特質、相關概念，判斷學習需求，辨識出成果目標及各年級層次要達到的階段目標，再設計合宜的課室與臨床教學策略。每種專業素養不只是個別培育，教師必須在臨床提供能讓學生成功應用知識、技術與態度於健康照護情境的學習經驗，並引導學生反思所執行的護理品質，檢視護理經驗與專業素養的關聯。累積這些經驗與反思，學生才能發展出整合及終身學習的能力，成為有專業素養的畢業生。

The nursing curriculum model has evolved from the previous content-based approach to an out-comes-based approach. As such, nursing faculty should pay to particular attention to changes in the working environment that their graduates can be expected to face. This paper developed a competency-oriented curriculum framework to address school and profession objectives. Concept analysis was used
to clarify the characteristics of each competency and related concepts. Then, nursing faculties identi-fed outcomes and desired target levels in line with student learning needs. Finally, teaching strategies and learning activities for class and clinical practice were developed. Competencies are not nurtured separately. Nursing faculty should provide adequate learning opportunities for their students in order to help students integrate healthcare knowledge, skills and attitudes successfully. In addition, the nursing faculty is responsible to guide students to emphasize quality of care and examine the association of such with professional competencies. Accumulating clinical experience and refection will assist students to develop integrity and life-long learning abilities and graduate with solid professional competencies.