本研究主要是了解運用多元教學策略，加護病房護理師參與學習之滿意度。採問卷調查方法，有效樣本為110份，分別以描述性分析、單因子變異數分析等方法進行成效探討。研究發現：(1)平均學習滿意度4.18分(SD±0.59)，(2)教學策略以”課室案例教學”滿意度4.21分(SD±0.65)最高，其次是”技能演練教學”4.19分(SD±0.63)，”床邊查房討論教學”4.17分(SD±0.65)，(3)研究所學歷之護理師滿意度大於大學學歷(F=-3.075,p=0.003)。此研究初探之成效，提供往後推展相關教學活動時可廣納不同學歷背景或臨床資歷成員，納入教學策畫與課程推動之核心人物，以助益單位活動之推廣。

The purpose of this study was to understand the use multiple teaching strategies for the Intensive Care Unit to participate in satisfaction of learning. The objects were 110 nurses in the ICU. The research used methods of questionnaire. The data were analyzed by frequency, average, one-way ANOVA. The results of the research indicated that: (1). the average satisfaction 4.18 ±0.59, (2).Teaching strategies "classroom teaching" Satisfaction 4.21±0.65 the highest, followed by" skill teaching“4.19±0.63, "bedside teaching” 4.17±0.65, (3). Master degree is greater than university degree satisfaction (F = -3.075, p = 0.003). The effectiveness of this research will to provide that members with different academic backgrounds or clinical qualifications can be included in the promotion of related teaching activities, and they will be included in the core figures of teaching plan to promote the activities.