ArticleF1000Research2025
Exploring peer tutoring experiences in improving nursing students' academic success and performance: A qualitative study among Emirati undergraduate nursing students.
Article in F1000Research, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 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
4 citing papers in PubMed.
- Online Media Platform and Continuous Positive Airway Pressure Machine Purchasing Prior to Bariatric Surgery: Qualitative Study.Asian/Pacific Island nursing journal · 2026Article
- Clinical Mentorship in Nursing Practice in the UAE: A Mixed-Methods Study of Mentor Perspectives on Effectiveness, Training, and Support.Journal of nursing management · 2026Article
- Peer-Tutoring as a Student-Centered pedagogy in Nursing research Education: Effects on Knowledge Acquisition and Academic Self-Confidence.F1000Research · 2026Article
- Mentor's Perspective on Structured Clinical Mentoring in the Arab Context.F1000Research · 2026Article
Corrections and comments
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Authors and funding
12 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Peer tutoring, a pedagogical approach in which students assist one another in the learning process, has demonstrated strong educational and psychosocial benefits in health professions education. It enhances cognitive development, communication, self-efficacy, and social connectedness. Within nursing education, peer tutoring encourages reflective learning and professional growth. However, limited research has explored its impact within culturally and linguistically diverse student populations in the United Arab Emirates (UAE). Aims: This study explored the experiences of nursing student tutors and tutees at the University of Sharjah, evaluating their impact on academic development, emotional resilience, interpersonal connections, and the overall learning experience within a culturally and linguistically diverse population. Methods: This qualitative study used semi-structured interviews with a purposive sampling of 20 undergraduate nursing students (6tutors and12 tutees) at the University of Sharjah. Data were analyzed inductively through thematic content analysis following the COREQ guidelines. Results: Three main themes emerged: (1) Tutors' perspectives and experiences, (2) Tutees' perspectives and experiences, and (3) Barriers to peer tutoring. Peer tutoring was found to enhance academic comprehension, communication, and confidence, while also fostering collaboration and empathy. Challenges included language barriers, inconsistent commitment, and limited time for relationship building. Conclusions: Peer tutoring represents an effective, student-centered learning strategy that supports academic success, promotes psychological safety, and nurtures professional competencies among nursing students. Findings underscore the need for structured, institutionally supported peer tutoring programs that address linguistic diversity, ensure tutor preparation, and integrate emotional and cultural sensitivity into nursing curricula.
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Registered trials
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