Introduction: Peer tutoring is a well-established approach to supporting learning that encourages knowledge exchange and social interaction among students. In this setting, more experienced students take on the role of tutors and assist their peers in developing both theoretical understanding and practical skills. At the Bern College of Nursing (BZ Pflege) and the Swiss Federal Institute of Technology Zurich (ETH Zurich), this approach is specifically applied to teaching the insertion of peripheral venous catheters (PVCs). In this article, four peer tutors share their reflections on this experience, highlighting both the challenges and the benefits of this teaching method. Process description: The preparation of peer tutors is structured through a comprehensive training program, which includes theoretical online preparation, practical skills training, and didactic instruction. During the teaching sessions, tutors lead small groups, demonstrate peripheral venous catheter (PVC) insertion according to Peyton’s Four-Step Approach, and supervise students as they practice. Insights were gathered through peer-to-peer discussions among the tutors, feedback from course participants, and self-reflection. Results: Peer tutoring benefits not only the learners but also the tutors themselves, enhancing their professional, didactic, and social competencies. Tutors improve their communication and leadership skills, develop problem-solving strategies, and strengthen their decision-making abilities. Supervising small groups creates a supportive learning environment and allows for individualized adaptation of instruction to meet students’ needs. Conclusion: Peer tutoring is a valuable complement to traditional teaching methods. Students benefit from practical, hands-on instruction and direct feedback, while tutors acquire important competencies for their professional practice. Therefore, peer tutoring should be further promoted and integrated into education.
Frei et al. (Wed,) studied this question.