目的
對於引導未入醫療環境的學生，協助理解臨床氛圍成為重要挑戰，而教育戲劇鼓勵經由做中學以達成活絡理論之運用，因此，本研究目的在於探討「護理教育戲劇」對於護理系學生內外科護理學之學習動機、課程滿意度、學習成就測驗的成效。

方法
以類實驗設計確認護理教育戲劇的影響效果，採取立意取樣於北部某科大招募四技護理系二年級學生，共收得實驗組55位與對照組52位學生。實驗組學生除原有的教學與評量之外，並且接受「護理教育戲劇」活動。輔以學習反思與焦點團體訪談，探究學習經驗的感受與省思。

結果
研究結果發現實驗組學生的學習動機與課程滿意度平均得分值皆高於對照組學生，且學習動機平均得分達統計上的顯著差異（p=0.018），而在實驗成績與學期總成績則未發現差異。質性資料分析結果，則揭示學生於護理教育戲劇學習經歷的五項主題：戲劇活動增進體會臨床感、激發精進專業、塑造同理體驗、期望參與劇情建構、戲劇活動對繁重學分的挑戰等。

結論
研究發現護理教育戲劇得以提升學習動機，並且建議檢視教育戲劇教案涵蓋認知、情意與技能的比重，以及將教育戲劇融入情境學習，以克服時間與人力的限制。

Purposes
It is an important challenge to guide students, who have yet to enter the medical environment, and enable them to understand the clinical setting and atmosphere. Drama in education encourages learners to achieve active theoretical application. Therefore, the objective of this study was to investigate the effect of “drama in nursing education” on the learning motivation, curriculum satisfaction, and learning achievement tests among nursing students, who are studying medical-surgical nursing.

Methods
The effectiveness of drama in nursing education was confirmed by a quasi-experimental design. Intentional sampling was adopted to recruit second-year students from the Department of Nursing at the University of Science and Technology in Northern Taiwan. A total of 55 students in the experimental group and 52 students in the control group were recruited. In addition to the original participation in teaching and evaluation activities, the students in the experimental group also participated in the “drama in nursing education” exercise. The reflective learning and focus group interviews supplemented the exploration of their feelings and reflections on the learning experience.

Results
The results of the study revealed that students in the experimental group had higher mean scores of learning motivation and curriculum satisfaction than those in the control group, with statistically significant (p=0.018) difference in the mean scores of learning motivation. However, there was no significant difference between the experimental grades and the overall grades for the semester. The results of the qualitative data analysis identified five themes in the students' learning experience with “drama in nursing education,” namely: expectations to be involved in plot construction, challenges of drama activities on heavy academic credits, and drama activities enhanced the sense of clinical experience, inspired professional excellence, and shaped an empathetic experience.

Conclusions
The study revealed that drama in nursing education enhanced learning motivation. Hence, it is recommended to review the weightage of educational drama teaching plans covering cognition, emotion, skills, and to integrate educational drama into contextualized learning to overcome time and labor constraints.