目的
關懷是護理專業的核心，也是護理工作的日常，體驗與學習關懷是護理學生成為好護理人員的必經之路。本研究探索護理系學生通過服務學習課程體悟關懷力的經歷。

方法
本研究運用質性研究設計，以參加長期照護相關課程之護理系學生為對象，收集2019年6月至2020年12月學生之服務學習課後反思摘記，其內容採主題式分析。此外，以立意取樣進行焦點團體訪談法，每組4-6人，每次約60分鐘，以了解學生關懷服務學習歷程，並透過質性內容軟體QSR NVivo8進行編碼。

結果
本研究之護理系學生參與服務學習課程反思摘記分析共99份，另外有10位同意參與訪談，包括低年級及高年級學生。研究發現在服務學習歷程中，服務對象參與學生用心規劃的服務方案，從身體、心靈、社交三方面帶動長者參與活動。此外，參與的學生體悟關懷氛圍「共鳴/共振」現象，即學生和服務對象相互激勵，彼此相互分享與互惠過程，體驗關懷服務過程的施與受，並反思新經驗對自身的影響。再者，描述學生轉化負向經驗為正向關懷態度的服務學習經驗。

結論
護理學生需要學習關懷，服務學習課程促使學生有機會體驗關懷歷程，關懷共鳴現象能讓護理系學生省思未來護理工作與關懷之關聯性。

Purposes
Caring is the core of the nursing profession and is part of the daily routine of nursing work. Experiential concern learning is the only way for nursing students to become good nurses. This study investigates how nursing students experience concern through service learning courses.

Methods
In this study, a qualitative research design targeting nursing students who have participated in courses related to long-term care. After-school reflections on service learning between June 2019 and December 2020 were collected, and thematic analysis was used for the content. In addition, focus group interviews were conducted with intentional sampling to understand the process by which students learned concern. Each group included 4-6 individuals and each interview lasted about 60 minutes. QSR NVivo8 qualitative content software was used for coding.

Results
In this study, the reflections of 99 nursing students who participated in service learning were summarized and analyzed, and an additional 10 students agreed to participate in interviews, including junior and senior students. The study found that the service subjects participated in the service programs planned by the students during the process of service learning, and older people were encouraged to participate in activities from the three aspects of body, mind, and social interaction. In addition, the participating students realized the phenomenon of “empathy/resonance” in the concern atmosphere, that is, the students and the subject inspired each other, shared and mutually benefited from each other, experienced the give-and-take of the concern service process, and reflected on the impact of new experiences on themselves. Furthermore, the service learning experience of students transforming negative experiences into positive concern attitudes was described.

Conclusions
Nursing students need to learn about concern. Service learning courses provide students with opportunities to experience the concern process. The phenomenon of concern resonance can make nursing students consider the relationship between future nursing work and caring.