ArticleF1000Research2026
Peer-Tutoring as a Student-Centered pedagogy in Nursing research Education: Effects on Knowledge Acquisition and Academic Self-Confidence.
Article in F1000Research, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Nursing research education is crucial for developing competencies in evidence-based practice. However, undergraduate nursing students often perceive research courses as complex and abstract, negatively affecting learning outcomes and academic self-confidence. Peer tutoring, a student-centered pedagogical approach, may enhance engagement and learning in higher education. Yet empirical evidence on its effectiveness in teaching nursing research, particularly in the Gulf region, is limited. This study aimed to evaluate the effectiveness of peer tutoring in improving knowledge acquisition and academic self-confidence among undergraduate nursing students enrolled in a nursing research course. Methods: A quasi-experimental post-test-only control group study was conducted at the College of Health Sciences, University of Buraimi, Oman, during Fall 2025. A total of 137 students participated: 70 in the experimental group and 67 in the control group. The experimental group received structured peer-tutoring sessions alongside traditional lectures, while the control group received lectures only. Data were collected using a demographic questionnaire, a faculty-developed knowledge assessment, an academic self-confidence scale, and a perceived usefulness of peer tutoring questionnaire for the experimental group. Independent samples t-tests and Pearson's correlation analyses examined group differences and associations. Results: Students in the peer-tutoring group had significantly higher post-intervention knowledge scores (p < .001) and academic self-confidence (p < .001) than the control group. The intervention had a moderate effect on knowledge and a large effect on academic self-confidence. Knowledge and academic self-confidence were positively correlated (r = .34, p < .001). Most participants reported highly perceived usefulness of peer tutoring. Conclusion: Peer tutoring may be a promising strategy for enhancing knowledge acquisition and academic self-confidence in nursing research education. Integrating structured peer-tutoring approaches into undergraduate nursing curricula may promote deeper learning and strengthen research competence among future nurses.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.