本研究目的在探討急診室護理情境脈絡中護理人員被期待具備的執業能力。採用修正型德懷術，收集急診專家21位（7位臨床護理人員、5位臨床管理人員、4位急診主任醫師、5位台灣急診醫學會委員）對急診室護理情境脈絡與護理人員執業能力之意見與共識。21位專家均符合：（一）兼顧理論與實務；（二）能反應不同的觀點；（三）具備溝通與表達的能力；（四）具有參與全程的熱忱。
質性與量性資料歸納分析統計，重要結果如下：（一）急診室護理情境共有10類91項；其中常見性和重要性均高者7類16項，高度常見且中度重要者4類4項，中度常見且高度重要者9類45項，常見性及重要性均中度者7類17項，常見性中度重要性低度者1類1項，常見性低度但重要性高度者4類7項，常見性低度但重要性中度者1類1項。（二）急診室各類情境中護理人員被期待具備的執業能力共有10類192項；其中常見性和重要性均高度者9類88項，常見性中度和重要性高度10類92項，常見性和重要者均中度者4類7項，常見性低度和重要性高度者1類2項，常見性低度和重要性中度1類3項。（三）192項急診室執業能力中的182項超過半數以上專家意見歸屬（＞50%），其中86項（分佈在9類）被期待雇用能力、87項（分佈在9類）起始能力、9項（分佈在2類）後續能力。
研究成果期能提供未來臨床教育者及學校教師選擇教材、安排學習經驗及設計課程的參考依據，並成為建構能力本位護理模組課程之參考。

This study explores the expected practicing competencies of nursing staff serving in the emergency department. To obtain the opinions and consensus from clinical nursing staff, clinical managers, clinical doctors, and the numbers of the Society of Emergency Medicine in Taiwan, this paper adopts the Modified Delphi technique. The sampling matches four principles such as covering both theoriesand practice; reflecting various points of view; being competent in communication, conducting research process and being enthusiastically involved There are totally 21 people participated during the three stages of the Delphi technique process (seven clinical nursing staff, five clinical manager, four clinical doctors ,five committee numbers of the Taiwan Society of Emergency Medicine).The result indicates that: total ten categories including 91 items of nursing situation in the emergency department. There are seven classes including 16 items of most frequently occurring and most critical nursing situation, four categories including four items of most frequently occurring and critical nursing situation, nine categories including 45 items of frequently occurring and most critical nursing situation, seven categories including 17 items of frequently occurring and critical nursing situation, one category one item of frequently occurring and not so critical nursing situation, four categories seven items of not frequently occurring and most critical nursing situation, and one category 1 item of not frequently occurring and critical nursing situation. Under the nursing situations, there are total ten categories including 192 items of nurse’s practicing competencies.. There are nine categories including 88 items of most frequently occurring and most critical nursing practicing competencies, ten categories including 92 items of frequently occurring and most critical nursing practicing competencies, four categories including seven items of frequently occurring and critical nursing practicing competencies, one categories including two items of not frequently and most critical nursing practicing competencies, and one categories including three items of not frequently occurring and critical nursing practicing competencies. Under the nursing situations, the nursing staff requires nursing practicing competencies; 182 of those items have exceeded 50 % through of the three rounds of expertises’ identification, including 86 items ( nine categories) nursing practicing competencies are required when recruited; 87 items (nine categories) are initial nursing competencies; nine items (two categories) are ongoing competencies. The results enables the future clinical educators and teachers in schools to select teaching materials, arrange learning experience, design programs and construct professionally competence-oriented nursing modules.