<![CDATA[Clinical reasoning is a core competency for nursing students in identifying patient problems, interpreting clinical data, setting priorities, selecting interventions, and evaluating patient responses. This study aimed to examine the effectiveness of short video-based microlearning in improving nursing students’ clinical reasoning. A quasi-experimental pretest–posttest control group design was employed. The study was conducted in the Bachelor of Nursing Program at Cendekia Nusantara University during the second semester of the 2025/2026 academic year within the Medical-Surgical Nursing course, particularly on the assessment and initial management of patients with cardiovascular disorders. The intervention group completed three weeks of learning through videos lasting three to seven minutes, while the control group received conventional instruction. Each video included a clinical case, progressive presentation of patient data, prompting questions, expert modeling, alternative decisions, feedback, and reflection. Clinical reasoning was assessed using a case-based test before and after the intervention. The findings indicated a tendency toward improvement among students in the intervention group in recognizing clinical cues, connecting patient data, establishing priorities, explaining the rationale for actions, and evaluating decisions. Students perceived that short videos supported content review, preparation before clinical practice, and confidence when facing clinical cases. Reported barriers included unstable internet access, delayed completion of videos, and differences in learning discipline. Short video-based microlearning may provide a flexible supporting strategy for strengthening clinical reasoning when integrated with discussion, simulation, clinical practice, and lecturer feedback.]]>
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