Evaluating reciprocal peer learning in nursing clinical simulation

Background Reciprocal peer learning (RPL) emphasizes collaborative learning through social interaction, with students acting as both learners and teachers. This pilot study evaluated an RPL program in clinical simulation within a nursing curriculum. Methods A mixed-methods design used questionnaires to assess peer-learning experiences and peer-teaching roles, alongside qualitative interviews. Data were analyzed using multiple methods. Results Seventeen students participated. Students lacked confidence as peer instructors and found corrective feedback challenging, however, they valued peer observation, felt less anxious when taught by peers, and reported greater engagement and practice opportunities. Conclusion RPL benefited learning, but structured peer-feedback training is needed.