Harnessing Peer Power in Nursing Education: A Systematic Review of Peer-Assisted Learning Interventions.
Abstract
Background
Peer-assisted learning (PAL) has attained increasing recognition as a student-centered teaching strategy. The aim of this review was to summarize the data on how PAL interventions affect the clinical skills and knowledge acquisition of undergraduate nursing students, while also investigating secondary outcomes, including leadership competency, teamwork, and self-confidence.
Method
In accordance with the PRISMA 2020 guidelines, this systematic review identified studies published between January 2015 and October 2025. Eligible studies evaluated the effects of PAL on undergraduate nursing students using experimental or quasi-experimental designs.
Results
A total of 13 studies met the inclusion criteria. PAL interventions consistently improved knowledge acquisition, clinical and psychomotor skills, self-efficacy, teamwork, and leadership behaviors across various clinical settings. Randomized controlled trials reported medium-to-large effect sizes for psychomotor skill performance (p < .001) and self-efficacy (p < .01).
Conclusion
The results support the inclusion of structured PAL models in nursing programs, encouraging hands-on learning, teamwork, and leadership development.