Nurse education in practice · 2026
Students as co-educators: Exploring peer-led digital tutorials to enhance clinical reasoning in undergraduate nursing education.
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Johnson Gideon U, O'Leary Jasmine, Martinez Neus Carlos, Zahran Zainab, Greaney Brendan, Sayer Lynn, Malone Mary
Аннотация
AIM: To discuss the potential of peer-led online tutorials using digital learning platforms as an educational innovation to enhance the application of the Clinical Reasoning Cycle (CRC) in undergraduate nursing education.
BACKGROUND: The CRC is widely integrated into nursing curricula to support safe and effective decision-making. However, many students find it challenging to apply the cycle effectively to case-based and reflective assessments. Literature indicates that peer-assisted learning (PAL) can enhance engagement, confidence and clinical skills in nursing education; however, limited research has examined the role of peer-led tutorials in supporting the application of the CRC.
DESIGN: A critical discussion paper.
METHODS: This paper critically discusses literature on peer-assisted learning, student partnership and digital pedagogy, using a case example of a peer-led digital tutorial-a form of PAL-co-curated with a high-achieving undergraduate student to illustrate these concepts, presented as a pedagogical case rather than empirical research requiring ethical review.
RESULTS: The case demonstrates how peer-led digital tutorials, delivered online, can provide authentic, relatable insights into CRC, demystify assessment expectations and promote engagement. Literature supports the integration of peer-led approaches as cost-effective, scalable and theoretically grounded in constructivist pedagogy. Limitations include the reliance on a single student exemplar and the absence of systematic evaluation.
CONCLUSION: Digital peer-led tutorials represent a promising pedagogical strategy to strengthen clinical reasoning education in nursing. Further research is required to evaluate their impact on student confidence, learning outcomes and assessment performance.
BACKGROUND: The CRC is widely integrated into nursing curricula to support safe and effective decision-making. However, many students find it challenging to apply the cycle effectively to case-based and reflective assessments. Literature indicates that peer-assisted learning (PAL) can enhance engagement, confidence and clinical skills in nursing education; however, limited research has examined the role of peer-led tutorials in supporting the application of the CRC.
DESIGN: A critical discussion paper.
METHODS: This paper critically discusses literature on peer-assisted learning, student partnership and digital pedagogy, using a case example of a peer-led digital tutorial-a form of PAL-co-curated with a high-achieving undergraduate student to illustrate these concepts, presented as a pedagogical case rather than empirical research requiring ethical review.
RESULTS: The case demonstrates how peer-led digital tutorials, delivered online, can provide authentic, relatable insights into CRC, demystify assessment expectations and promote engagement. Literature supports the integration of peer-led approaches as cost-effective, scalable and theoretically grounded in constructivist pedagogy. Limitations include the reliance on a single student exemplar and the absence of systematic evaluation.
CONCLUSION: Digital peer-led tutorials represent a promising pedagogical strategy to strengthen clinical reasoning education in nursing. Further research is required to evaluate their impact on student confidence, learning outcomes and assessment performance.