Abstract
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.
Keywords
clinical simulation, feedback, graduated learning, nursing, peer learning, peer teaching
Document Type
Journal Article
Date of Publication
9-1-2026
Article Number
102036
ISSN
18761399
Volume
118
Publication Title
Clinical Simulation in Nursing
Publisher
Elsevier
School
School of Nursing and Midwifery
RAS ID
101727
Funding Information
Edith Cowan University
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Graf, A. C., Crevacore, C., Morine, F., Jennings, J., & Gallagher, O. (2026). Evaluating reciprocal peer learning in nursing clinical simulation. Clinical Simulation in Nursing, 118, Article 102036. https://doi.org/10.1016/j.ecns.2026.102036