本研究主要目的在瞭解五專原住民護理科學生的學習與適應歷程，並分析其5年從青澀徬徨到蛻變與成長的校園經驗。本研究採用質性研究法，以立意取樣的方式深度訪談2位五專原住民護理科學生，於5年期間追蹤訪談5次。研究結果歸納出五項主題，包括：一、衝擊—調適—成長之學習歷程；二、在家境困難中成長，父母管教影響學習與生活；三、人際互動與生活適應是成長的重要因素；四、重新看待自己的族群身分，打破刻板印象；五、成長環境與個性交互影響學習與適應歷程。根據研究結果提出有關建議，包括：一、瞭解原住民學生的背景與學習基礎，針對其需求提供課業適應的協助；二、實施跨族群同儕輔導方案；三、教師應培養多元文化之視野；四、教學應重視多元智慧的啟發與評量；五、學校主動規劃實施跨族群文化活動，促進族群認同的發展等。

The researchers recruited two aboriginal college students, majored in nursing, to explore their experiences regarding learning and campus adaptation process. They contributed their experiences in a 5-year-sequence participation. In order to fulfill the aim of this research, participated in-depth interviews were adopted. The finding conclude that the learning process of impact-adaptation-growing. Growing up in difficult family situations, parental attitudes influence learning and life. Interpersonal interaction and life adjustment is the important factors of growing. Breaking stereotypes and a fresh look at their own ethnic identity. The learning and adaptation process were interactive from upbringing and personality process. As a result of these findings, suggestions such as understanding aboriginal students’ backgrounds and learning foundation, aimed at adapting their needs to provide academic assistance. Implementation of cross-ethnic groups peer counseling program. Teachers should develop a multicultural perspective. Teaching should pay attention to the inspiration of multiple intelligence and assessment. School staffs actively plan the cross-culture activities to promote the development of ethnic identity.