en <span style=font-size:12pt><span style=line-height:normal><span style=font-family:Times New Roman,serif><b><span style=font-size:10.0pt><span style=font-family:Cambria,serif><span style=color:#4f81bd><span style=letter-spacing:-.2pt>Aims</span></span></span></span></b><b><span style=font-size:10.0pt><span style=font-family:Cambria,serif><span style=color:#4f81bd>:</span></span></span></b><b> </b><span style=font-size:10.0pt><span style=font-family:Cambria,serif><span style=color:black>This study aimed to evaluate the impact of virtual Doughnut educational rounds on learning levels and satisfaction among nursing students in the operating room setting</span></span></span><span style=font-size:10.0pt><span style=font-family:Cambria,serif><span style=color:black>.</span></span></span></span></span></span><br> <span style=font-size:12pt><span style=line-height:normal><span style=font-family:Times New Roman,serif><b><span style=font-size:10.0pt><span style=font-family:Cambria,serif><span style=color:#4f81bd>Materials & Methods<strong><span style=font-family:Cambria,serif>:</span></strong></span></span></span></b><strong> </strong><span style=font-size:10.0pt><span style=font-family:Cambria,serif><span style=color:black>This quasi-experimental study with a pre-test-post-test design involved 70 undergraduate nursing students specializing in operating room practices, selected through a census approach. Participants were randomly allocated into two groups: one receiving instruction via online lectures and the other through virtual Doughnut educational rounds. The educational material was delivered to the first group using the virtual Doughnut round method and to the second group through online lectures. Data were gathered and analyzed using SPSS software version 19, employing descriptive statistics, t-tests, analysis of covariance, and the Mann-Whitney test</span></span></span><span style=font-size:10.0pt><span style=font-family:Cambria,serif><span style=color:black>.</span></span></span><span style=font-size:10.0pt><span style=font-family:Cambria,serif><span style=color:black></span></span></span></span></span></span><br> <span style=font-size:12pt><span style=line-height:normal><span style=font-family:Times New Roman,serif><b><span style=font-size:10.0pt><span style=font-family:Cambria,serif><span style=color:#4f81bd><span style=letter-spacing:-.15pt>Findings:</span></span></span></span></b><b> </b><span style=font-size:10.0pt><span style=font-family:Cambria,serif><span style=color:black>The pre-test scores did not show a statistically significant difference between students taught by online lectures and those taught by virtual Doughnut educational rounds (p-value=0.538). However, t-test analysis indicated that the Doughnut round method was more effective than traditional lectures, with students showing significantly greater satisfaction with the Doughnut round approach (p<0.0001)</span></span></span><span style=font-size:10.0pt><span style=font-family:Cambria,serif><span style=color:black>.</span></span></span><span style=font-size:10.0pt><span style=font-family:Cambria,serif><span style=color:black></span></span></span></span></span></span><br> <span style=font-size:12pt><span style=line-height:normal><span style=font-family:Times New Roman,serif><strong><span style=font-size:10.0pt><span style=font-family:Cambria,serif><span style=color:#4f81bd>Conclusion:</span></span></span></strong><strong> </strong><span style=font-size:10.0pt><span style=font-family:Cambria,serif><span style=color:black>The virtual Doughnut round method is more effective than traditional lectures for teaching operating room nursing students, particularly those in their senior year.</span></span></span></span></span></span><br> Teaching Rounds,Nursing Student,Self-Directed Learning as Topic,Doughnut Education, 85 89 http://hehp.modares.ac.ir/browse.php?a_code=A-10-80291-1&slc_lang=en&sid=4 Z. Sohrabi 1003194753284600321867 000000027535559X No “Center for Educational Research in Medical Sciences (CERMS)” and “Department of Medical Education, School of Medicine”, Iran University of Medical Sciences, Tehran, Iran D. Rasouli 1003194753284600321868 0000000310166445 No “Center for Educational Research in Medical Sciences (CERMS)” and “Department of Medical Education, School of Medicine”, Iran University of Medical Sciences, Tehran, Iran Z. Nouri Khaneghah 1003194753284600321869 0000000207807240 Yes “Center for Educational Research in Medical Sciences (CERMS)” and “Department of Medical Education, School of Medicine”, Iran University of Medical Sciences, Tehran, Iran E. Ramezanpour 1003194753284600321870 0000000194472874 No “Center for Educational Research in Medical Sciences (CERMS)” and “Department of Medical Education, School of Medicine”, Iran University of Medical Sciences, Tehran, Iran S. Nosrati 1003194753284600321871 0000000294161125 No “Center for Educational Research in Medical Sciences (CERMS)” and “Department of Medical Education, School of Medicine”, Iran University of Medical Sciences, Tehran, Iran A. Zhianifard 1003194753284600321872 0000000332851443 No “Center for Educational Research in Medical Sciences (CERMS)” and “Department of Medical Education, School of Medicine”, Iran University of Medical Sciences, Tehran, Iran