Fuladovandi Masoumeh, Hasanvand Shirin, Ghazi Shirin, Abdi Masoumeh, Sarlak Elaha
Nursing Department, Aligoudarz School of Nursing, Lorestan University of Medical Sciences, Khorramabad, Iran.
School of Nursing and Midwifery, Social Determinants of Health Research Center, Lorestan University of Medical Sciences, Khorramabad, Iran.
Med J Islam Repub Iran. 2025 Mar 18;39:42. doi: 10.47176/mjiri.39.42. eCollection 2025.
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.
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.
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.
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.
护理专业学生需要具备较高的临床能力才能成为熟练且高效的护士。本研究旨在通过整合微学习和间隔学习来提高护理专业学生的临床能力。
本行动研究于2022年至2023年在洛雷斯坦医科大学护理学院连续的3个组中进行。参与者包括护理专业学生、教员、专科护士和新手护士。该研究采用了埃利奥特的行动研究模型，历经2个周期。在第一个周期中，对利益相关者进行了半结构化访谈以描述当前状况。根据结果，制定并实施了提高临床能力的适当策略。经过评估和反馈，确定了优势和劣势。在第二个周期中，制定了一个新计划来解决已确定的劣势，实施并重新评估。
从半结构化访谈中，出现了4个主要类别：（1）缺乏实践经验，（2）临床教育和指导不足，（3）临床环境中的压力，（4）教育计划中的差距。第一个周期的行动包括整合微学习和间隔学习。第二个周期侧重于改进反馈、使用电子工具、增加小组反馈会议、采用学习管理系统以及进行定期评估。结果表明，整合这些方法可以提高护理专业学生的临床能力。
整合微学习和间隔学习等现代教育方法可以显著提高护理专业学生的临床技能和理解能力。未来的研究应进一步探索这些方法，强调多媒体、虚拟工具和持续的实践操作以加强临床教育。
