Peer-Tutoring as a Student-Centered pedagogy in Nursing research Education: Effects on Knowledge Acquisition and Academic Self-Confidence

Background Nursing research education is crucial for developing competencies in evidence-based practice. However, undergraduate nursing students often perceive research courses as complex and abstract, negatively affecting learning outcomes and academic self-confidence. Peer tutoring, a student-centered pedagogical approach, may enhance engagement and learning in higher education. Yet empirical evidence on its effectiveness in teaching nursing research, particularly in the Gulf region, is limited. The aim of this study evaluated the effectiveness of peer tutoring in improving knowledge acquisition and academic self-confidence among undergraduate nursing students enrolled in a nursing research course. Methods A quasi-experimental post-test control group design was conducted at the College of Health Sciences, University of Buraimi, Oman, during Fall 2025. A total of 137 students participated: 70 in the experimental group and 67 in the control group. The experimental group received structured peer-tutoring sessions alongside traditional lectures, while the control group received lectures only. Data were collected using a demographic questionnaire, a faculty-developed knowledge assessment, an academic self-confidence scale, and a perceived usefulness of peer tutoring questionnaire for the experimental group. Independent samples t-tests and Pearson’s correlation analyses examined group differences and associations. Results Students exposed to peer tutoring achieved significantly higher knowledge scores (p