Abstract
BACKGROUND: Nursing students require high clinical competence to become proficient and effective nurses. This study aimed to enhance the clinical competence of nursing students through the integration of microlearning and spaced learning. METHODS: This action research was conducted from 2022 to 2023 in 3 consecutive groups at the School of Nursing, Lorestan University of Medical Sciences. Participants included nursing students, faculty members, specialist nurses, and novice nurses. The study utilized Elliott's action research model over 2 cycles. In the first cycle, semistructured interviews with stakeholders were conducted to describe the current situation. Based on the results, appropriate strategies for improving clinical competence were planned and implemented. After evaluation and feedback, strengths and weaknesses were identified. In the second cycle, a new plan was developed to address the identified weaknesses, implemented, and reevaluated. RESULTS: From the semistructured interviews, 4 main categories emerged: (1) lack of practical experience, (2) deficiencies in clinical education and guidance, (3) stress in clinical environments, and (4) gaps in educational programs. Actions in the first cycle included the integration of microlearning and spaced learning. The second cycle focused on improving feedback, utilizing electronic tools, increasing group feedback sessions, employing a learning management system, and conducting periodic evaluations. Results indicated that integrating these methods could enhance the clinical competence of nursing students. CONCLUSION: Integrating modern educational methods such as microlearning and spaced learning can significantly improve nursing students' clinical skills and understanding. Future studies should explore these methods further, emphasizing multimedia, virtual tools, and continuous hands-on practice to enhance clinical education.