護理學系蔣欣欣許樹珍曾雯琦余玉眉CHIANG, HSIEN-HSIENHSIEN-HSIENCHIANGSHEU, SHUH-JENSHUH-JENSHEUTZENG, WEN-CHIIWEN-CHIITZENGCHAO, YU-MEI YUYU-MEI YUCHAO2012-07-122018-07-072012-07-122018-07-072011http://ntur.lib.ntu.edu.tw//handle/246246/241959While it is claimed in the nursing education that group dialogue instigates and extends students' thinking in the classroom, only few empirical studies have been undertaken to date exploring the effect of a caring attitude in this area. The aim of this study was to explore the process of reflective learning with respect to the caring attitude of students as part of the course "Introduction to Nursing". A qualitative designed was used based upon participant observation. The processes of reflective learning associated with the group were wondering, falling into , and enlightenment. The wondering stage facilitated students exploration of issues related to teaching and learning, which helped learning motivation. The falling into stage helped student to develop themselves, to become mutually cooperative, and to develop critical thinking. These changes enabled the student to be able to be self-responsible. The enlightening stage showed the students the essence of dialogue, the spirit of ethical care, and the meaning of life. This created students who were able to take care of others. These findings expand our knowledge of reflective learning and the attitude of caring towards self and others. This occurs through the development of learner autonomous competence, by the embodiment of experience and by intersubjectivity during learning.en-US小組教學團體對話反思學習關懷啟發small group learninggroup dialoguereflective learningcaringillumination