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Aim: This study examines the experiences and perceptions of first- and fourth-year nursing students regarding Peer-Assisted Learning (PAL) in clinical settings. Design and Methods: This study employed a qualitative descriptive design to explore and understand first- and fourth-year nursing students' perceptions, experiences, and reflections regarding Peer-Assisted Learning (PAL) in a clinical setting. Data were extracted from studies involving first- and fourth-year students, comparing academic competencies, confidence, peer relationships, and professional identity. Thematic analysis synthesized findings from clinical and simulation settings. Results: PAL significantly enhanced critical thinking, problem-solving, and clinical decision-making. First-year students reported increased motivation and a sense of belonging through mentorship, while senior students, acting as peer educators, strengthened their professional identity and commitment to nursing values. Across all levels, PAL fostered collaboration and community, which are essential for healthcare practice. Conclusion: PAL effectively supports nursing students' cognitive and social development, preparing them for healthcare's collaborative and reflective nature. Integrating structured PAL programs into nursing curricula can enhance academic performance, motivation, and professional identity, fostering resilient and community-oriented healthcare professionals.
Hamarash et al. (Tue,) studied this question.