Iranian Journal of Nursing and Midwifery Research1735-906625620201101527532ENSchool of Nursing and Midwifery, Student Research Committee, Lorestan University of Medical Sciences, Khorramabad, IranDepartment of Medical Surgical, School of Nursing and Midwifery, Social Determinants of Health Research Center, Lorestan University of Medical Sciences, Khorramabad, IranDepartment of Critical Care, School of Nursing and Midwifery, Social Determinants of Health Research Center, Lorestan University of Medical Sciences, Khorramabad, IranDepartment of Critical Care, School of Nursing and Midwifery, Social Determinants of Health Research Center, Lorestan University of Medical Sciences, Khorramabad, IranSchool of Nursing and Midwifery, Student Research Committee, Lorestan University of Medical Sciences, Khorramabad, Iran20201107<p><strong>Background: </strong>Medication error is one of the most important and most common events threatening patient safety. This study was conducted with the aim to determine the effect of asynchronous hybrid/blended learning on the rate of medication administration errors of nurses in medical wards.</p><p><strong>Materials and Methods: </strong>This quasi-experimental study was conducted with a pretest-posttest design in 2019. The participants of this study included 57 clinical nurses working in the medical wards of a selected educational hospital affiliated to Lorestan University of Medical Sciences, Khorramabad, Iran. The study participants were selected through census method. An asynchronous hybrid/blended learning program was used in this study. Data collection was performed using a two-section researcher-made checklist. The collected data were analyzed using descriptive [Mean (SD)] and inferential (paired sample t-test) statistics in SPSS software. A <em>p </em>value of less than 0.05 was considered statistically significant.</p><p><strong>Results: </strong>The results showed that the mean score of total errors in medication administration in the medical wards after the intervention was significantly lower than before the intervention; the mean score of errors before and after the study was 61.67 and 50.09, respectively (t56 = 11.41, <em>p </em>&lt; 0.001).</p><strong>Conclusions: </strong>Asynchronous hybrid/blended learning as a type of e-learning, simple, relatively inexpensive, and new educational strategy can improve nurses’ performance and reduce medication errorshttp://ijnmr.mui.ac.ir/index.php/ijnmr/article/view/1760http://ijnmr.mui.ac.ir/index.php/ijnmr/article/download/1760/70707333