背　景許多護理課程將日誌書寫作為主動反思的教學策略，以促進學生的學習過程、個人成長及專業發展。然而，護理研究卻鮮少探討日誌書寫之教學策略於護生學習關懷的適當性。目　的探討護生和臨床教師運用「臨床關懷日誌」的經驗及感受。方　法採描述性質性研究設計，針對某校880位五專實習護生及90位臨床教師於實施「臨床關懷日誌」一學年後，進行焦點團體訪談，其中16位護生及7位教師自願參與本研究，訪談資料以內容分析法進行分析。結　果師生的經驗與感受包含六個主題：引導護生關懷病人、增強護生反思關懷能力、建立護生自信、促進師生互動、促進護生自我成長、及克服書寫困難等。結　論／實務應用本研究結果可提供護理教育者運用臨床關懷日誌教學策略於護生臨床實習之參考。

Background: Journaling has been incorporated into many nursing courses as an active reflective teaching strategy that can facilitate the learning process, personal growth, and professional development of students. There is limited research support of journaling as an appropriate tool to promote reflection for the purpose of learning caring in nursing education.Purpose: The aim of this study was to explore the experiences
and perceptions of student nurses and instructors who use clinical caring journaling (CCJ) in their clinical practicum.Methods: Researchers used a descriptive qualitative research design. The study populationwas 880 senior student nurses and 90 clinical instructors from a nursing program at a university in Taiwan who used CCJ. After completion of 1 year of clinical practicum, 16 students and 7 instructors participated voluntarily
in focus group interviews. Researchers used content analysis to sort interview data into themes.Results: Six themes were categorized that encapsulated student and instructor experiences and perceptions regarding
using CCJ in their clinical practicum. These themes were guiding
caring behavior toward patients, enabling students’ reflective caring abilities, building up students’ self-confidence,increasing interaction between students and instructors, enhancing students’ self-development, and overcoming writing difficulty.Conclusions/Implications for Practice: Research findings may serve as a reference for nursing educators to use CCJ strategy in student nurses’ clinical practicum.