en آموزش پزشکی Medical Education پژوهشي اصیل Orginal Research <span style="line-height:2;"><span style="font-family:Times New Roman;"><span style="font-size:16px;"><span style="unicode-bidi:embed"><b>Background & <span lang="FR">Objective</span>:</b> Traditional clinical education methods have not been effective in improving students&#39; clinical performance. Implementing near-peer assisted learning could help address many of the challenges nursing students encounter in their pursuit of effective learning.This study aims to determine the effect of near-peer-assisted learning on self-efficacy and clinical performance of nursing students during clinical internships.</span><br> <span style="unicode-bidi:embed"><b>Materials & Methods:</b> This study utilized a quasi-experimental design with a post-test control group. The statistical population included all nursing students participating in clinical internships at Jahrom University of Medical Sciences from 2021 to 2023, totaling 93 students selected through a census method. The intervention group, comprised of 52 students, participated in near-peer assisted learning, while the control group of 41 students received traditional instruction from university instructors. Students&#39; self-efficacy was evaluated using the standard self-efficacy in the clinical performance questionnaire; thus, clinical performance was assessed using the Objective Structured Clinical Examination (OSCE) scores at the end of each period. Data analysis was performed using SPSS 22, the t-test for mean score comparisons, and Chi-square test for qualitative data.</span><br> <span style="unicode-bidi:embed"><b>Results:</b> The mean self-efficacy scores were 139.16 &plusmn; 0.57 and 109.65 &plusmn; 0.89 for the intervention and control groups in post-test, respectively. The mean OSCE scores were 5.09 &plusmn; 0.29 and 4.85 &plusmn; 0.76 for the intervention and control in post-test. The independent t-test revealed a statistically significant difference in the mean self-efficacy scores between the two groups (p < 0.001, Effect Size = 0.95). However, no significant difference was found in the mean OSCE scores between the groups (p = 0.061, Effect Size = 0.43).<span style="font-family:"Times New Roman",serif"></span></span><br> <span style="unicode-bidi:embed"><b>Conclusion:</b> The near-peer assisted learning method has a more significant impact on the self-efficacy of nursing students during clinical internships compared to traditional teaching methods. Furthermore, this approach can be as effective as instructor-led training in enhancing students&#39; clinical performance. Therefore, it is recommended to integrate this method with other educational approaches to further improve clinical performance among nursing students.</span></span></span></span><br> &nbsp; clinical education, peer-assisted learning, self-efficacy, cinical performance, nursing students 11 19 http://edujournal.zums.ac.ir/browse.php?a_code=A-12-313-4&slc_lang=en&sid=1 Zohreh Badiyepeymaiejahromi z.badiyepeyma@gmail.com 5300319475328460036125 5300319475328460036125 No Department of Medical-Surgical Nursing, School of Nursing, Jahrom University of Medical Sciences, Jahrom, Iran Mohsen Faselehjahromi mohsenefaseleh@yahoo.com 5300319475328460036126 5300319475328460036126 No Department of Community Health Nursing, School of Nursing, Jahrom University of Medical Sciences, Jahrom, Iran Sasan Rahmanian 5300319475328460036127 5300319475328460036127 No Department of Psychiatric Nursing, School of Nursing, Jahrom University of Medical Sciences, Jahrom, Iran Mohsen Hojat mohsenhojat.mh@gmail.com 5300319475328460036128 5300319475328460036128 Yes Department of Medical-Surgical Nursing, School of Nursing, Jahrom University of Medical Sciences, Jahrom, Iran