Students as co-educators: Exploring peer-led digital tutorials to enhance clinical reasoning in undergraduate nursing education.

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.