目的：國內醫護教育學仍則重傳統教學缺乏多元策略，故本研究目的旨在探討模擬情境與數位學習二種不同教學策略成效及對護生護理能力之影響——以身體評估課程為例，以便研發整合式課程之研發及作為護理能力評量參考，培養具有實務能力的護理專業人才。方法：本研究採「實驗性前後測研究設計」以五專四年級護理科學生為對象，立意取樣從五專四年級13 個班級隨機抽取二個班共96 人，分成二組，於身體評估實作課程一組接受模擬情境教學，另一組接受數位學習，比較二種不同教學方式介入後學習成效。教學成效指標包括OSCE 評量，筆試，核心能力問卷，運用SPSS 18.0 版統計軟體進行描述性及推論資料分析。結果：模擬情境組在筆試及OSCE 評量、護理能力（p < .05），結果皆優於數位學習組，在臨床實習方面二種教學方式未達統計上顯著性（p > .05），無法說明哪一種教學策略之優勢。另外在護理核心能力之預測力方面，OSCE 評量可作為護理能力方主要預測因子，解釋變異量為15.3%，可作為預測護理能力評量指標。結論：模擬情境教學是透過體驗、討論、統合所學綜合能力有效教學策略，提升學生知識及能方面。OSCE 評量可預測護理核心能力，專家學者們也認同OSCE 評量是測量學生護理技能及相關知識有效力的工具，可作為護理能力認證指標。藉由OSCE 評量激發學生重視自己學習成效，經由反思讓學生調整自己學習方式，強化護理能力。

Purposes: The goal of technical and vocational education has been to cultivate nursing professionals with practice-oriented teaching. The nursing education has been limited by traditional teaching, result lack reasoning skills in cultivating nursing education, simulation flipped classroom teaching is Innovation teaching strategy. To improve nursing student clinical nurse competency. Nursing student success enters clinical workplace. This study examined to Compare the learning effectiveness of two different teaching methods and understand nurse competency influence of five-year Technological and Vocational nursing students. To explores the clinical practice, OSCE assessment, written test for student nurse competency influence. Methods: This study used an experimental design and teaching strategy intervention. The target population comprised of five-year Technological and Vocational nursing students in Taiwan. A total 96 participants were enrolled. Simple Random Sampling divided participants two group and a control group. One group received simulation teaching and another group received e-learning for physical assessment. Both groups received pre-test written test, OSCE, nursing competency and post-test assessment. Results were analyzed using SPSS 18.0 for Windows software Results: A GLM showed written test, nursing competency and a OSCE post-test assessment significant increases in physical assessment (p < .001) in the experimental group and ANOVA results the total explainable variance is 15.3%. OSCE post-test assessment (p < .001) predicts student nurse competency. Conclusions: This research study significant differences receive situation simulation teaching of nursing students. According to Study results may serve as reference to core competency program designs in College of Nursing School.