背 景護理臨床教師（簡稱臨床教師）的教學專業能力必須與時俱進，檢視現有的臨床教師教學專業能力之 相關量表，並未包含目前臨床教師應具備的教學專業能力項目，例如：跨領域團隊合作照護及執行 實證護理實務。 目 的本研究旨在探討臨床教師應具備的教學專業能力項目，以建構臨床教師教學專業能力指標。 方 法1.以文獻查證確認臨床教師教學專業能力的概念；2.採焦點團體訪談法，分別訪談南部某區域教學 醫院之10位臨床教師及4位新人，以內容分析法進行資料分析，形成教學專業能力指標之問卷初稿； 3.採用德菲法，邀請15位護理學者專家進行二回合問卷之內容修訂。 結 果「護理臨床教師教學專業能力指標」涵蓋五個層面：「熱忱的教學承諾」、「和諧的學習氛圍」、「引導 式的教學技巧」、「客觀的回饋與評值」及「跨領域團隊合作的照護」，內含36項能力指標。 結 論／ 實務應用 研究結果可提供臨床教師檢視其教學專業能力，進而提供醫療機構規劃臨床教師培訓課程之參考。

Background: The professional teaching competence of nurse preceptors must be monitored regularly. However, the existing instruments that are designed to measure nurse preceptor professional teaching competency seldom examine updated indicators such as inter-professional practice (IPP) and evidence-based practice. Purpose: This study constructs indicators for assessing the teaching competence of nurse preceptor. Methods: Phase I used a literature review to identify appropriate indicators of nurse preceptor teaching competence. Phase II conducted focus-group interviews with 10 nurse preceptors and 6 new nurses from a teaching hospital in southern Taiwan. Content analysis was used to construct a preliminary framework of indicators. Phase III invited 15 experts to evaluate the content validity of the preliminary indicators in two rounds using the Delphi method. Results: The teaching-related competence of nurse comprises 36 items in the five dimensions of passionate commitment to teaching, harmonious learning atmosphere, inductive teaching skills, objective feedback and evaluation, and inter-professional practice. Conclusions / Implications for Practice: The indicators developed in this study may be used by nurse preceptors to examine their teaching abilities and by healthcare institutions to design preceptor training curricula.