背　景
高等教育的評鑑開始注重以學習者為本位，重視學習成果與核心能力的評量，而台灣護理教育評鑑委員會亦訂定大學護理系特有的八大核心素養；然而，先前研究鮮少探討大學護理學生核心能力的影響因素。
目　的
本研究目的在於了解護理學生核心能力、探討個人背景與學習經驗對其護理核心能力之影響，以及分析護理學生核心能力之預測因子。
方　法
以橫斷性調查之描述性及相關性研究進行資料收集，以北部某私立科技大學二技護理系一年級學生為研究對象；以護理學生核心能力量表為研究工具，發出290份問卷，有效問卷279份，回收率96.2%。
結　果
護理學生自評核心能力之平均得分為5.23（SD = 0.49），各向度得分由高至低依序為：倫理素養、克盡職責、關愛、溝通與合作、終身學習、一般護理臨床技能、批判性思考，以及基礎生物醫學科學。於差異性分析方面，對護理有興趣、有明確的生涯規劃、想繼續朝護理相關科系升學、畢業後最想至醫學中心服務、已決定畢業後最想服務的單位、曾參加校內活動、課堂討論及發言頻率較高、經常認真完成作業與準備考試、及在校成績較高的護理學生，其核心能力得分顯著較高。核心能力預測因子方面，畢業後的生涯規劃、畢業後最想服務的機構與曾參加校內活動可解釋14.4% （adjusted R2 = 12.5%）護理學生自評核心能力之變異量。
結　論
「護理學生核心能力量表」為評估護理學生核心能力之有效工具；護理教育可針對護理學生核心能力，訂定相關課程改進策略；並透過協助護理學生建立護理興趣與生涯規劃，促進其參與校內活動及課程參與度等方式，提升護理學生核心能力。

Background: Evaluations of higher education programs are increasingly centered on the learner and designed to assess learning effectiveness and core competencies. Although the Taiwan Nursing Accreditation Council (TNAC) has established eight core competencies for college nursing departments, little research has been done to identify the most salient contributors to undergraduate nursing students’ perceived competency levels.
Purpose: This paper investigates the infl uence of student demographic factors and learning experience on students’ development in terms of a selected sample of core nursing competencies and then identifies factors that significantly predicts such development.
Methods: This is a cross-sectional descriptive correlational study. We collected data from a sample of freshmen students currently enrolled in a two-year nursing bachelor degree program at a private vocational university in Taipei, Taiwan. Participants self-assessed abilities in designated core nursing competencies using the Competency Inventory of Nursing Students (CINS). A total of 279 of 290 distributed questionnaires were returned and used in data collection, giving this study a valid return rate of 96.2%.
Results: Participants earned a mean CINS score of 5.23 (SD = 0.49). Scale dimensions from highest to lowest mean score rank were: ethics, accountability, caring spirit, communication and cooperation, lifelong learning, general clinical nursing skills, critical thinking, and basic biomedical science. Differentiated analysis revealed that nursing students who expressed a strong interest in nursing, had a clear career plan, held aspirations to pursue higher nursing education, designated “major hospital” as their first workplace of choice, designated a post-college department / workplace preference, had participated in campus activities, were outspoken in classroom discussions and debates, made consistent effort to complete homework assignments and prepare for examinations, and performed relatively strong academically earned CINS scores significantly above the mean. The three factors “having a clear career plan,” “having designated a post-college department / workplace preference,” and “having participated in campus activities” accounted for 14.4% of variance in subjects’ CINS self-rating scores (adjusted R2 = 12.5%).
Conclusion: The CINS is an effective instrument for assessing the core professional competencies of nursing students. We recommend that nursing education strategies may be adjusted to enhance student interest in nursing, encourage their developing career plans, and encourage greater participation in campus activities and classroom discussions as a way to improve core professional competencies