Background & Objective: Communicating with depressed patients is a crucial professional skill for nursing students, which they must learn during their studies. This study aimed to assess the effectiveness of blended training—incorporating both role-playing and reflective practice—on nursing students' communication skills in their interactions with depressed patients. Materials & Methods: The present semi-experimental study was conducted in 2023 with a before and after two-group design. All sixth-semester nursing students at Torbat Jam Faculty of Medical Sciences were randomly selected and divided into two groups: an experimental group and a control group. The intervention included therapeutic communication skill training sessions with the role-playing and reflection blended method. The control group received the standard training method. Therapeutic communication skills in dealing with depressed patients before and after the intervention were evaluated by a communication skills questionnaire. Data were analyzed using the statistical software SPSS version 20, descriptive statistical tests and inferential tests (t-test, analysis of variance, and paired-t) at a significance level 0.05. Results: The average communication skills scores before the intervention showed no statistically significant difference between the intervention and control groups (p > 0.05). However, the mean score of communication skills after the intervention was significantly different in the two groups (p 0.05). Conclusion: Educational system managers and planners are suggested to use a blend of these two methods to train nursing students' communication skills, especially in the psychiatric department and when dealing with depressed patients.