目的本研究目的旨在探討在職專班護理系學生在課室聆聽殘障病童父母親訴說故事的學習經驗。背景現今護理教育較少探討以電影、故事書、或個案研究為教學工具的相關文獻，但護理教育工作者需運用不同的教學方法以促進學生的學習及臨床能力。方法運用質性研究的焦點團體作為本研究方法，團體訪談以半結構式訪談為導向，資料收集時間為2009年，以台灣中部某大學的護理系學生為研究對象，三個班級共有156位學生研修兒科護理學，其中有34位學生自願參與本研究分享他們的學習經驗。結果自焦點團體訪談的結果呈現三個主題，包括重新面對護理照護（心理層面、關懷及文化）的重要議題；促進學習興趣及理解性的學習；及珍惜生活。結論運用父母親至課室說故事的教學策略可協助學生從父母的角度反思自己的護理工作經驗，這種反思不僅可以促進學生的專業能力及確保將知識運用於臨床情境，也可因為珍惜自己的生活而在自己的生活中添加意義。

PurposeThe aim of this paper was to explore the learningexperiences of post-registration nursing students wholistened to parents’ classroom storytelling about theirchildren with disabilities.BackgroundThe nursing education literature provides littleinformation about using movies, books, or case studiesas teaching tools. Nurse educators should use a varietyof teaching methods to enhance students’ learning andclinical competencies.MethodFor this qualitative study, focus group interviewswere used and guided by a set of semi-structuredquestions. Data were collected in 2009 from nursingstudents at a university in a metropolitan area of centralTaiwan. Of 156 students enrolled in three classes onpaediatric nursing, 34 volunteered to share their learningexperiences from the storytelling lesson.ResultsAnalysis of the focus group interview contentrevealed three main themes: facing again the importantissues (psychological, caring, and cultural) in nursingcare, enhancing learning interest and comprehensivelearning, and cherishing their lives.ConclusionsThe teaching strategy of parents telling their storiesin the classroom helped students to reflect on their nursingwork experience from the parents’ perspective. Suchreflection not only enhanced students’ professionalcapabilities and ensured that knowledge was put intoclinical practice, but also added meaning to their lives byhelping them to cherish their lives.