Iranian Journal of Nursing and Midwifery Research1735-906630620251112933935ENDepartment of Nursing, Aligoudarz School of Nursing, Lorestan University of Medical Sciences, Khorramabad, IranDepartment of Nursing, Aligoudarz School of Nursing, Lorestan University of Medical Sciences, Khorramabad, Iran,School of Nursing and Midwifery, USERN Office, Lorestan University of Medical Sciences, Khorramabad, IranDepartment of Nursing, Aligoudarz School of Nursing, Lorestan University of Medical Sciences, Khorramabad, Iran,2025111220251112<p class="Default"><strong>Background: </strong>Nursing education focuses on clinical skill development. This study evaluated the effectiveness of combined microlearning and spaced learning to improve final‑semester nursing students’ clinical competence. <strong>Materials and Methods: </strong>A quasi‑experimental study (2022–2023) at Lorestan University of Medical Sciences involved 48 final‑semester nursing students (27 control, 21 intervention). The intervention group received a 3‑month structured microlearning and spaced learning program using videos, workshops, texts, and podcasts. Clinical competence was assessed via Ministry of Health standardized forms, and data were analyzed using SPSS software. <strong>Results: </strong>Demographic characteristics in the two study groups were similar (<em>P </em>&gt; 0.05). The posttest mean (SD) clinical competence score in the intervention group was 18.34 (0.96), while in the control group, it was 16.64 (0.89). The difference was statistically significant (t46 = 6.34, <em>P </em>&lt; 0.001). <strong>Conclusions: </strong>Microlearning and spaced learning significantly improved clinical competence, suggesting their effectiveness as innovative nursing education strategies.</p><p> </p>http://ijnmr.mui.ac.ir/index.php/ijnmr/article/view/2327http://ijnmr.mui.ac.ir/index.php/ijnmr/article/download/2327/70707918