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International Journal of Adolescent Medicine and Health

Editor-in-Chief: Merrick, Joav

Editorial Board: Birch, Diana ML / Blum, Robert W. / Greydanus, MD, Dr. HC (Athens), Donald E. / Hardoff, Daniel / Kerr, Mike / Levy, Howard B / Morad, Mohammed / Omar, Hatim A. / de Paul, Joaquin / Rydelius, Per-Anders / Shek, Daniel T.L. / Sher, Leo / Silber, Tomas J. / Towns, Susan / Urkin, Jacob / Verhofstadt-Deneve, Leni / Zeltzer, Lonnie / Tenenbaum, Ariel

CiteScore 2018: 0.79

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Integrated training (practicing, peer clinical training and OSCE assessment): a ladder to promote learning and training

Mahlegha Dehghan
  • Nursing Research Center, Kerman University of Medical Sciences, Kerman, Iran
  • Department of Medical Surgical Nursing, School of Nursing and Midwifery, Kerman University of Medical Sciences, Kerman, Iran
  • Other articles by this author:
  • De Gruyter OnlineGoogle Scholar
/ Fatemeh Ghaedi Heidari / Zahra Karzari / Parvin Mangolian Shahrbabaki
  • Corresponding author
  • Nursing Research Center, Kerman University of Medical Sciences, Kerman, Iran
  • Department of Medical Surgical Nursing, School of Nursing and Midwifery, Kerman University of Medical Sciences, Kerman, Iran
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  • Other articles by this author:
  • De Gruyter OnlineGoogle Scholar
Published Online: 2018-05-25 | DOI: https://doi.org/10.1515/ijamh-2017-0222



The teaching-learning process plays an effective role in training nursing students. Devising novel methods can lead to achievement of educational objectives as well as promotion of the clinical and practical training. The present study is aimed to determine the effect of integrated training, including practicing, peer clinical training and objective structured clinical examination (OSCE) assessment.


The interventional study was conducted on 58 freshman students. Two groups underwent a five-stage educational process; so that, all the students were trained and practiced in the skills lab, and their practical skills were investigated via the OSCE test. Afterwards, for clinical training in hospital, they were randomly divided into two groups of routine training (n = 26) and the peer-learning method (n = 32). Subsequently, in order to investigate the outcomes of the process, the OSCE test scores of the two training groups were compared both before and after the apprenticeship course.


Scores of all the students were increased significantly at the end of the semester, but in terms of the total score of the clinical skills (14.79 ± 1.52 vs. 18.52 ± 0.84), the difference was insignificant (p = 0.29).


Training clinical skills along with OSCE practice and assessment can improve the nursing students’ learning as well as their practical and clinical performance. Improvement of the students’ performance can lead to high-quality care nursing.

Keywords: integrated training; learning; OSCE assessment; peer clinical training; practicing; training


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About the article

Received: 2017-12-21

Accepted: 2018-02-19

Published Online: 2018-05-25

Funding: This study received no specific grant from any funding agency, commercial or not-for-profit sectors.

Competing interest: The authors declare that they have no competing interests.

Citation Information: International Journal of Adolescent Medicine and Health, 20170222, ISSN (Online) 2191-0278, DOI: https://doi.org/10.1515/ijamh-2017-0222.

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