目的： 以實證為基礎，設計EBN教育工作坊，並評估護理人員參加實證護理工作坊後之實證護理知識、態度、與技能（真實技能及自覺技能）等學習成效。方法： 本研究採取類實驗性（quasi-experimental research design）單組前、後測設計，以問卷評估學員對實證護
理的知識、態度、技能之改變。結果： 參加實證護理工作坊且完整填答問卷者，共計191人。經前、後測的結果發現，參加工作坊後學員對實證護理的知識測驗（p< .001）與自覺技能進步（p< .001）達統計顯著意義，自覺態度方面大部份亦有明顯進步。針對工作坊課程部分，學員有很高的滿意度（4.06±0.72），其中最高的兩部分依序為以PICO方式建立臨床問題及課程回饋分享。實際技能測驗「依據情境形成一個PICO臨床問題」，課前正確者有56人，課後正確者有137人，學員於工作坊前後有顯著的進步（p<.001）。結論： 以小組討論方式進行實證護理工作坊，課程內容包含PICO方式建立臨床問題、資料搜尋、文獻等級的判定，在學員有充裕時間進行演練的情形下，可以改善學員實證護理的知識、態度及技能；學員對工作坊的滿意度也高。本文提出實證護理教育訓練的經驗，以供臨床機構實證護理教育訓練發展的參考。

Purpose: The purpose of this study was to develop a workshop of Evidence-Based Nursing (EBN) and evaluate the knowledge, attitudes and skills of the nurses who attended the workshop. Methods: This study adopted a quasi-experimental one-group pretest-posttest design. To evaluate the knowledge,
attitudes and skills of EBN attendants, questionnaires were filled out before and after the workshop. Results: One hundred and ninety one nurses attended the EBN workshop and completed the questionnaires. There were statistically significant differences between pretest and posttest (p< .001) for knowledge and skills of EBN attendants and obvious improvement in their attitudes. The nurses also had high satisfaction scores (4.06±0.72) in this EBN workshop. ”Formulating a PICO question” and “Feedback” are the top two satisfactory areas. In the skill test of formulating a PICO question, learners acquired the ability of EBN
significantly (p<.001). Fifty six attendants answered correctly before the program while 137 attendants answered correctly after the program.
Conclusion: A small group EBN workshop with adequate scenario practice which included ”Formulating a PICO question”, “Data searching”, “Level of evidence rating” might improve the knowledge, attitudes and skills
of EBN attendants. The satisfaction of nurses in the workshop was high. These results are expected to provide a reference to develop a training program of EBN.