目的：預探究大學部護理系學生在自由談團體的對話教育中，如何表達自我的想法，並如何在探索中產生不同過往的學習經驗。方法：採詮釋現象學研究法，收集某大學護理系四年級「護理倫理」課程中分組團體的對話紀錄。團體為每週一次，每次100分鐘的方式進行。該組團體有七名學生，一名教師負責引導團體，研究者則以團體觀察員的角色參與，並收集四次團體對話紀錄進行分析。結果：護理學生在自由談團體對話教育中的探索，呈現出兩項主題，包括：（一）走出原照護的框架；（二）走向真實的本性。結論：自由談團體對話的教學模式可提供大學部護理學生經由團體內的詮釋，開始學習放下主導的位置，向自我的內心探詢，最終有機會打破原初對於照護與護病間的假想，往更整體且真實邁進。

Objectives: The aim of this study was to explore the dialogue education of free-floating discussion for senior nursing student. Methods: The methodology of this study was grounded in hermeneutic phenomenology. There were four sessions of the group dialogue in course on nursing ethics was collected. The time for group dialogue was once a week, with 100 minutes each time. The group held with seven nursing students, and one teacher who conducted this group. Results: Through the free-floating discussion in senior nursing student’s group dialogue, two items of learning were defined: to reconsider the framework of routine care, and to discover the authentic self in caring. Conclusions: The free-floating discussion in group dialogue can facilitate students to reflect their caring action, let go of their creativity, and inquiry inwardly. Eventually, they have the opportunity to reconstruct the image of the care and nurse-patient relationship, and to be more holistic and authentic.