本研究旨在探討護理人員經過多媒體輔助教學介入後，其學習心電圖之知識與態度的成效。研究方法採類實驗不等組前後測設計；研究對象為台北市某醫學中心加護單位護理人員，共77人；實驗組39人接受兩週的課程介入，對照組38人未採取任何介入措施；在介入課程實施前後，兩組皆接受前後測。以SPSS15.0電腦統計套裝軟體進行資料分析，採用次數分配、百分比、平均值、標準差、t-test、Paired t-test等方法進行推論性統計分析。研究結果顯示：（一）教學介入後，於心電圖知識得分方面，實驗組顯著優於對照組。（¬二）教學介入後，實驗組於心電圖知識後測得分能顯著提升。（三）教學介入後，於心電圖多媒體學習態度得分，實驗組顯著優於對照組。（四）教學介入後，實驗組於心電圖多媒體學習態度後測得分能顯著提升。由本研究發現未來安排護理人員繼續教育可運用多媒體教學策略，以提升護理人員學習興趣與動機，進而提升護理專業品質。此外，建議日後的研究可增加較複雜的心電圖波型與測驗題型，以更符合臨床護理人員所面對的臨床多變情境；亦可擴大研究對象，採長期追蹤方式，評量心電圖多媒體教學介入之成效。

The purpose of this quasi-experimental research was to explore the learning effectiveness of the knowledge and attitude within staff nurses after the intervention of ECG multimedia assisted instruction. Seventy-seven nurses were enrolled from intensive care units of Taipei medical hospital. Thirty-nine nurses in the experimental group accepted 2 weeks multimedia assisted instruction. Thirty-eight nurses in the control group did not. The cohorts in both groups adopted tests before and after introducing intervention lessons. Data was analyzed by SPSS15.0 software package with deductive statistics, frequency distribution, percentage, mean value, standard deviation, t-test and Paried t-test. The results showed that the experimental group scored significantly better in the test of knowledge and learning attitude to ECG multimedia assisted instruction than control group after intervention. In addition, the experimental group had significant differences in the test of knowledge and learning attitude to ECG multimedia assisted instruction compared with pre-intervention. In the future, the strategy of multimedia assisted instructions could be applied to continuous education for staff nurses extensively to increase the interest and learning motivation as well as to improve the quality of nursing care. Moreover, more complicated ECG graphics and tests could be investigated in future studies in order to fit the dramatically changing clinical status faced by staff nurses. We could also increase the population in study and use the way of long-time evaluation on the learning effectiveness of ECG multimedia assisted instruction.