急診單位是醫院中最常出現醫療錯誤的單位，其中又以急診新進護理師最容易犯下醫療錯誤。為此，醫療組織展開許多急診新進護理師訓練，以降低急診新進護理師醫療錯誤的發生率。然而，卻有文獻指出，剛畢業的護理人員難以將訓練內容應用至臨床工作中。因此，本研究試圖探索新進護理師與資深護理師對於現今急診訓練(包含正式訓練與非正式訓練)的看法與建議，指出無法有效訓練轉移的因素，做為未來訓練改善方案的可能建議。
本研究採用質性研究方法，招募34位三所教學醫院急診部門護理師，參與半結構式訪談，受訪者皆為女性，一共有資深護理師15位(平均年齡34.8歲，標準差為5， 平均工作年資5年以上)、新進護理師19位(平均年齡24.6歲，標準差為3，平均工作年資6至12個月)。
本研究果整理出四項受訪者對於急診訓練的觀點：(1)受訪者對於新進護理訓練的期許；(2)急診單位執行訓練對於訓練轉移的影響；(3)理想的訓練方式；(4)對於介入方案的建議。本研究結果顯示，正式訓練具有以下三種狀況：(1)現今訓練未完全符合受訪者期許的狀況，像是正式訓練中的教具、教案未符合受訪者對於訓練的期待；(2)現今訓練完全沒有具備受訪者的期許，像是正式訓練缺乏實作練習、單位缺乏提供應用所學之新人激勵的機制；(3)雖然在受訪者的期許中未提到，但卻點出現今訓練具有的問題點，像是正式訓練部分講座內容艱澀難懂、訊連時間安排也未深入考量、實作練習的機會不足。
此外，非正式訓練則是具有以下三種狀況：(1)現今訓練未完全符合受訪者期許的狀況，像是訓練員口頭講解新人無法在臨床遇到的訓練項目；(2)現今訓練完全沒有具備受訪者期許的狀況，像是非正式訓練缺乏建立付出與報酬為平衡的機制、缺乏建立新人只能詢問資深護理師的機制；(3)雖然在受訪者的期許中未提到，但卻點出現今訓練具有的問題點，像是沒有提供獎勵機制給應用所學的新人、訓練員會給予新人壓力、訓練員需要顧及病患無法專心教學或是立即給予指導、新人遇見還沒教到的狀況或是很久之前才教過的狀況，不知如何處理、非正式訓練時間短，新人學習不足的問題點、訓練員教學方式未統一，導致新人無所適從。
本研究根據正式訓練、非正式訓練的問題點給予相關建議，以期相關研究有進一步的探索外，也可以提供新的方向幫助急診單位擬定訓練計畫，確保訓練內容的轉移性，積極防範醫療錯誤的發生。

The Emergency Department is the unit where frequent medical errors may occur, and the ER novice nurses may make the medical errors the most. Under this circumstance, the medical organizations conduct a lot of training for the novice nurses, so as to reduce the occurrence rate of medical errors among the ER novice nurses. However, as stated in some literature, it is difficult for the newly graduated nurses to apply the training content in the clinical work. Therefore, the paper attempts to explore the opinions and suggestions of the novice nurses and the senior nurses towards the current ER training (including formal training and informal training), and figures out the factors why they can’t achieve training transfer effectively, so as to serve as references for improving the future training.
Using a qualitative research approach, the study recruited 34 nurses from the emergency departments of three teaching hospitals to complete semi-structured interviews. All participants were female, 15 were experienced nurses (mean age=34, SD=5.06, average years of experience=5 or above), 19 were novice nurses (mean age=24, SD=3, average years of experience=6 to 12 months).
The study summarizes four findings from the study results (1) expectation of training conducted for ER novice nurses; (2) how the Department conducts the training and its influence on training transfer; (3) suggestions on ideal training patterns; and (4) suggestions on intervention scheme. The research results showed three condition of formal training (1) the current raining can’t fully meet the expectations of the respondents, such as transfer design, such as teaching aids don’t match the clinical condition, and the training content is unrelated to the clinical condition and lacks practice ; (2) the current training can’t meet the expectations of the respondents at all, such as lack of practice, incentive mechanism; (3) the problems encountered by the current training are revealed though they are not mentioned in the expectations of the respondents, such as training time arrangement, training design, and transfer climate, such as the content is hard to understand, the training time is not arranged properly, and the practice opportunity is inadequate.

In addition, there are three condition of informal training: (1) the current raining can’t fully meet the expectations of the respondents. For example, the oral instruction provided for the clinical items that the novice nurses haven’t experienced doesn’t meet the expectation of respondents towards training. (2) The current training can’t meet the expectations of the respondents at all. For example, the informal training lacks the mechanism balancing efforts and rewards, and the mechanism that allows the novice nurses to only consult senior nurses. (3) The problems encountered in the current training are revealed though they are not mentioned in the expectations of the respondents. For example, applying new competency in practice; making pressure; preceptor can’t concentrate on teaching or providing immediate instructional; novice nurses don’t acquire enough learning; the instruction method is not standardized.
The paper proposes related suggestions on the problems of formal training and informal training, expecting to make further exploration, and provide new direction to assist the Emergency Department in making training plan. This ensures the transfer of training content and prevents the occurrence of medical errors actively.

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