Peer vs. Instructor Assessment on Clinical Performance and Perception of Undergraduate Nursing Students Toward Peer Assessment in a Middle Eastern Country

Background Effective assessment of clinical skills during undergraduate training is essential to ensure safe and competent nursing care. This underscores the importance of utilizing appropriate assessment methods during clinical teaching. Peer assessment has emerged as a complementary assessment approach that promotes cooperative learning, reflection, and student engagement. However, evidence comparing peer and instructor assessments in evaluating students’ clinical performance, as well as undergraduate nursing students’ perceptions regarding peer assessment, remains limited and is not well established. Aim This pilot study compared the ratings of peer assessment with instructor assessment on the clinical performance of undergraduate nursing students and their perception toward peer assessment as an alternative method for clinical skills evaluation. Methods A cross‐sectional descriptive design was used to conduct this study in the Nursing Laboratory and Simulation Unit at College of Nursing, Sultan Qaboos University, Oman. A consecutive sampling technique was used to select students enrolled in the Transition to Professional Nursing Practice course during the Fall 2024 semester. Both peers and instructors evaluated students’ skills performance during the tracheal suctioning procedure using a standardized skills checklist and later assessed students’ perceptions of peer assessment using a questionnaire. Data were analyzed using both descriptive and inferential statistical methods. Results The findings showed high adherence to most essential and technical steps of the tracheal suctioning procedure during both peer and instructor assessments, indicating strong procedural competency. However, instructors rated complex, judgment‐based steps more strictly than peers. In terms of perception, 97% of students reported positive perception toward peer assessment, with a mean perception score of 35.18 (SD = 5.12), with most students perceiving peer assessment as promoting learning, interaction, and critical thinking. Conclusion Peer assessment was found to be feasible and comparable to instructor assessment for many components of clinical skills evaluation when guided by structured criteria. Instructors rated complex, judgment‐based steps more strictly, highlighting the continued importance of expert feedback. Students reported positive perceptions toward peer assessment, particularly for promoting engagement and reflection. Therefore, peer assessment may thus complement instructor assessment in undergraduate nursing education.