背景：極低體重早產兒往往伴隨複雜的健康問題，甚至持續至返家階段。出院後面對多樣的照護情境，主要照顧者需要充足的知識和技能，以因應各種挑戰。出院前的學習經驗以及與醫療人員的互動，會影響主要照顧者的照顧信心和角色建立。然而過去較少研究探討這個議題。研究目的：了解極低體重早產兒主要照顧者學習居家照護過程的知覺感受，以及與護理師的互動經驗。研究方法：採用描述現象學，以半結構式的深度訪談來蒐集資料。自2023年4月至2023年9月，共十位研究對象參與。資料分析方法採用Colaizzi（1978），研究過程遵從Lincoln和Guba（1985）提出的四項嚴謹性指標，以確保研究的可信度。結果：研究結果可分為兩大層面，分別是「主要照顧者的情緒感受」和「主要照顧者與護理師互動的經驗」。在「主要照顧者的情緒感受」方面，歸納出的主題為「是否勝任照顧者角色的不安」、「尋求穩定的情緒狀態」、「積極投入學習」及「深化母嬰的親密感」。在「主要照顧者與護理師互動的經驗」方面，則歸納出「情感上獲得支持」、「有效的教學行為」和「不利學習的互動」。結論：主要照顧者在學習過程中感到焦慮，擔心無法勝任照顧者的角色。透過各網絡的支持和心態轉變以尋求穩定的情緒，積極參與學習並享受與早產兒相處的時光。護理師可透過情感支持增加主要照顧者的信心，盡心盡力的教導，不同教學策略有助他們形成適合的照顧方法，提升教學效果。同時要避免阻礙學習的行為，包括未展現教學意願、缺乏共情及同理、提供不完整或不一致的照護資訊及缺乏組織化教學等現象。

Introduction: Primary caregivers need sufficient knowledge and skills to address post-hospital discharge challenges. Learning experiences and interactions with healthcare professionals influence caregiving confidence and role performance. However, limited empirical evidence exists on this issue. Purpose: To understand the primary caregiver’s experience of taking care of VLBW preterm infants and their interactions with nurses, when preparing discharge from the hospital. Materials and methods: The study employed phenomenology, using semi-structured in-depth interviews to collect data. Ten participants were involved in the study from April 2023 to September 2023. Colaizzi’s (1978) data analysis method was used. Lincoln and Guba's (1985) four indicators of rigor were applied to ensure the credibility of the research. Results and discussion: Results of the study were categorized into two main domains with emotional experiences of primary caregivers and experiences of interaction between primary caregivers and nurses. Four emotional themes were anxious about competence in the caregiver role, seeking emotional stability, actively engaging in learning, and deepening mother-infant intimacy. Three interaction themes were received emotional support, effective teaching behaviors, and detrimental learning interactions. Conclusion: Primary caregivers harbor anxiety over their caregiver role proficiency. Through support networks and mindset shifts, they seek emotional stability, actively participate in learning, and cherish moments with kids. Learning efficacy is bolstered by nurses' wholehearted guidance, emotional support, and varied teaching strategies. Nurses should avoid unwillingness attitude, a lack of empathy, incomplete or inconsistent information, and disorganized teaching.

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