本研究目的在探討某護專護理科學生於精神科護理學實習期間，參與自我成長團體對學生臨床專業學習所呈現之意義。其研究方法採回溯性調查，收集89年10月2日至90年1月11日期間精神科護理實習護生之團體治療療效評值表，共得313份資料，分別以SPSS for Win 10.0 版進行描述性的統計分析。評量其研究結果發現：自我成長團體之治療因素前三項依序為存在因素、內省性人際學習、指導作用；而採用t-test比較四年級和五年級兩獨立樣本在治療因素之差異，發現凝聚感、自我瞭解、普遍性、內省性人際學習、仿同作用、外現性人際學習、灌注希望及利他作用是有顯著差異（p< .05）。這樣的差異與學生之自我功能是有關的，因此在實習過程中臨床實習教師若能提供一個安全的探索環境，讓學生由團體中看到自我，並做行為上之修正，將有助於學生自我價值的提昇，而更能肯定自己在專業上之成長。

　　　　　The purpose of this study was to explore the effectiveness of participating self-growth groups in clinical psychiatric nursing practice among five-year nursing program students. Data were collected retrospectively during October 2nd, 2000 to January 11th, 2001 using nursing students' self-growth form. A total number of 313 questionnaires were collected for analysis. The results showed that the first three therapeutic factors of self-growth groups were existential factors, interpersonal learning-input, and guidance. The results also showed significant differences in cohesiveness, self-understanding, universality, interpersonal learning-input, identification, interpersonal learning-output, instillation of hope, and altruism between the fourth grade and the fifth grade nursing students. These differences were associated with nursing student's self-function. Therefore, it is imperative that clinical instructors provide a better self-exploration environment for nursing students to explore themselves through group activities for behavior correction. This would help students to build up self-esteem and increase self-confidence on nursing profession.