ArticleSAGE open nursing
The Usefulness of Peer Tutoring and its Impact on Nursing Students' Academic Performance, Psychological Empowerment, and Satisfaction: Pre-Post Design.
Article in SAGE open nursing. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
5 citing papers in PubMed.
- Peer-Tutoring as a Student-Centered pedagogy in Nursing research Education: Effects on Knowledge Acquisition and Academic Self-Confidence.F1000Research · 2026Article
- Empowered to Lead: The Effect of Mentoring and Tutoring on Peer Tutor Leadership Development.New directions for student leadership · 2025Article
- Network Analysis of Psychological Empowerment, Need for Cognition, and Academic Self-Efficacy among Graduate Students.The Psychiatric quarterly · 2025Article
- The Impact of Same-Level or Near Peer Assisted Learning Program (NPAP) on Academic Performance of Students in CMH Lahore, Pakistan.Pakistan journal of medical sciences · 2025Article
- Exploring peer tutoring experiences in improving nursing students' academic success and performance: A qualitative study among Emirati undergraduate nursing students.F1000Research · 2025Article
Corrections and comments
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Authors and funding
6 authors.
Funding
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Abstract
Introduction: The entry to a professional course such as nursing is challenging for the students, due to its multifaceted curriculum and learning expectations. Objectives: This study investigates the impact of peer tutoring on academic performance, psychological empowerment, and satisfaction among first-year nursing students. Methods: A quantitative approach with one-group pre-test post-test design was utilized. The study participants were 104 students, with 98 completing both pre- and post-test assessments. Results: Findings revealed a significant increase in academic performance following peer tutoring (t = 8.97, p < .001), particularly among female participants (t = 4.14, p < .001). Analysis of perceived usefulness showed higher ratings among peer tutors compared to tutees (t = 4.380, p =< .000). Additionally, students with lower GPAs (Grade Point Average) demonstrated significant improvement in academic performance post-tutoring in the ANOVA (F = 6.214, p < .001). A positive correlation was found between psychological empowerment and the perceived usefulness of peer tutoring. Peer tutors reported high levels of satisfaction and positive experiences (r = 0.639, p = 0.001). Conclusion: This study emphasises the value of peer tutoring in enhancing academic outcomes and highlights the significance of demographic variables in educational interventions. The need for widespread implementation of peer tutoring programs, personalized approaches addressing gender biases, and comprehensive support for students with diverse academic backgrounds would enhance academic outcomes. The correlation between psychological empowerment and the perceived usefulness of peer tutoring climaxes the importance of addressing students' psychological needs in educational interventions.
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