重症單位對於新進護士是個極具壓力的單位，指導護士在工作壓力大的情境下訓練新進護士，加上新世代的價值觀和以往不同，在訓練過程中，新進護士與指導護士均會面臨更多挑戰。本研究目的在探討重症單位新進護士的訓練經驗，期能由教與學之經驗與感受，提供重症單位新進護士訓練之參考。

    本研究採質性深入訪談的方式收集資料，共收集重症單位七位指導護士，和七位新進護士的訪談資料，經由內容分析得到主題與類屬。結果發現指導護士共分為兩個主題包含次類屬為：（一）憶起從前的自己：「坦然接受挑戰」、「重症單位的衝擊與壓力」、「成長的動力」；（二）指導新生代的經歷：「依照流程指導新人」、「以過來人的經驗教導新人」、「追蹤與核對」、「適時體諒、關心與伸出援手」、「感受年輕世代的轉變」、「教學相長之蛻變」；新進護士分為三個主題包含次類屬為：（一）工作的意願與憧憬：「被安排進入重症單位的方式」、「憧憬與感受」；（二）自我學習歷程：「重點沒抓住」、「動作慢」、「沒信心」、「逃避與嘗試」、「面對問題」、「漸入佳境」；（三）新人接受指導的經驗：「不連續、差異大的臨床指導」、「指導過程倉促」、「過程中的辛酸感受」、「喜歡學姐指導方式」。
結論：現代的指導護士身處於多重世代的工作環境，唯有瞭解新世代護士的特質，並給予人性的關懷，才能創造和諧的工作環境；而新進護士需自我督促看書，隨時做筆記，並和同儕討論，謹慎學習重症照護工作。針對研究結果提出對指導護士、新進護士及護理行政者具體的建議，以做為重症單位新進護士訓練的參考。

Working in the Intensive Care Unit (ICU) may pose tremendous pressure and stress for new nurses. Preceptors are generally responsible for training new nurses, and as values and perspectives have changed radically recently, both preceptors and new nurses are bound to face more challenges than ever during the training process in such a stressful setting. The purpose of this research is to investigate the experiences of new nurses in the course of their training from the perspectives of new nurses and preceptors. By examining the experience of both parties in the process of teaching/learning, the relevant findings should provide valuable reference for new nurse training in ICU.

A qualitative content analysis approach has been adopted for this research; in-depth interviews with prompts were conducted with seven preceptors and seven new nurses working in ICU to obtain themes and categories through content analysis.Two major themes were identified for the preceptor participants: (1) Find out who I was before with categories of “Taking the challenge confidently”, “Shock and stress in ICU”, “The driving force to grow up”. (2) Experiences in guiding new generations of nurses with categories of “Offering guidance according to processes”, “Imparting past experiences”, “Keeping track and verifying”, “Showing understanding and offering help on appropriate occasions”, “Felling changes in new generations of nurses”, “Transformation of teaching and learning”. As for new nurse participants, three themes were identified: (1) Aspirations and expectations of work with categories of “The way to be arranged to ICU”, “Expectation and feeling of the job”. (2) The work Process of self-learning with categories of “Missing key points”, “Slow to act”, “Lack of confidence”, “Escaping from problems and making attempts’, “Facing problems” and “Showing gradual improvement”. (3) Experience in receiving guidance with categories of “Non-sequential, differentiated guidance”, “Rushed guiding process”, “Bitter feelings during the guiding process” and “Preference of preceptor’s guiding method”.
Conclusion: Modern clinical preceptors have found themselves working with colleagues of different generations. The only way for preceptors to create a harmonious and pleasant work environment would be to understand the unique traits of new nurses and to offer them adequate care and understanding. On the other hand, new nurses should take the initiative to study and acquire knowledge during their free time, be ready to take notes and discuss issues amongst themselves and adopt the right attitudes toward learning the works at the ICU.