This study implemented the PQRST (Provoking, Quality, Radiation, Severity, Timing) nursing care strategy to assess how effectively junior nursing students incorporated it into their nursing English conversations. Although all students had been taught the PQRST strategy during their first and second years, they tended to overlook its application in their studies. The research involved two groups: a control group and an experimental group comprising a total of one hundred students. The control group was told to utilize the PQRST nursing strategy while preparing their nursing English scripts, but they did not receive a review lesson on the strategy itself. On the other hand, the experimental group received a list of nursing-patient questions categorized into the sections of the PQRST strategy (refer to Appendix I) and were later guided through a review of the nursing strategy by the instructor. The findings indicated that a significant majority of the experimental groups learners were almost familiar with the PQRST mnemonic, with percentages of 62%, 86%, 60%, 88%, and 94% for the respective components. Overall, 90% of the experimental group successfully implemented the PQRST strategy. The study also identified four scenarios in which the experimental students effectively utilized the PQRST strategy: prior to admission, after an operation, during body assessments when patients experienced pain or discomfort during rehabilitation, and when nurses needed to gather patients medical information. In general, the experimental learners appeared to be confident in their understanding and application of the PQRST nursing strategyhowever, periodic reminders were deemed necessary. Conversely, the control group did not utilize the PQRST nursing strategy at all since they neither received information about it nor were they reviewed on the strategy by the instructor.