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The objective of this study was to determine the impact of an oncology internship training on learning outcomes of nursing students using an integrated teaching-learning method.<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods<\/jats:title><jats:p>A pre- and post-test quasi-experimental study was conducted among 107 undergraduate nursing students in fourth year who were allocated to two groups (intervention group = 51 and control group = 55) to receive an integrated teaching-learning method and routine method respectively. Data was collected using the Clinical Decision Making in Nursing Scale (CDMNS) and the students\u2019 cognitive learning test.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p>Difference in mean scores of cognitive learning test post-intervention was significant between the two groups (<jats:italic>p<\/jats:italic>&lt; 0.001). Total CDMNS scores and its dimensions increased significantly for the intervention group post-intervention (<jats:italic>p<\/jats:italic>&lt; 0.001). Analysis of covariance<jats:bold>(<\/jats:bold>ANCOVA) showed that when the effect of confounding variables, such as the student\u2019s Grade Point Average (GPA) and the pre-test scores of cognitive learning and decision-making scale were held constant, the effect of the independent variable (group) on students\u2019 cognitive learning test (<jats:italic>p<\/jats:italic>= 0.002) and CDMNS (<jats:italic>p<\/jats:italic>= 0.004) was significant.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusions<\/jats:title><jats:p>Nursing students\u2019 cognitive learning and clinical decision-making scores were improved as a result of the integrated teaching-learning method. Nursing educators can use this method in clinical education to improve students\u2019 cognitive and meta-cognitive skills, thereby improving nursing care quality.<\/jats:p><\/jats:sec>","DOI":"10.1186\/s12909-022-03168-2","type":"journal-article","created":{"date-parts":[[2022,2,19]],"date-time":"2022-02-19T07:02:34Z","timestamp":1645254154000},"update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":18,"title":["Impact of integrated teaching-learning method on oncology clinical decision-making ability and cognitive learning of nursing students"],"prefix":"10.1186","volume":"22","author":[{"given":"Arefeh","family":"Davoodi","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Vahid","family":"Zamanzadeh","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Akram","family":"Ghahramanian","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Tonia C.","family":"Onyeka","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Faranak","family":"Jabbarzadeh","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2022,2,19]]},"reference":[{"issue":"1","key":"3168_CR1","first-page":"11","volume":"2","author":"M Rassouli","year":"2014","unstructured":"Rassouli M, Zagheri Tafreshi M, Esmaeil M. 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The Ethics Committee of the Tabriz University of Medical Sciences approved this study (IR.TBZMED.REC.1398.841). We confirm that all methods were carried out in accordance with guidelines and regulations of Biomedical Research Ethics Committee in Tabriz University of Medical Sciences.","order":2,"name":"Ethics","group":{"name":"EthicsHeading","label":"Ethics approval and consent to participate"}},{"value":"Not applicable.","order":3,"name":"Ethics","group":{"name":"EthicsHeading","label":"Consent for publication"}},{"value":"The authors declare that they have no competing interests.","order":4,"name":"Ethics","group":{"name":"EthicsHeading","label":"Competing interests"}}],"article-number":"107"}}