DOI: 10.12688/f1000research.179096.2 ISSN: 2046-1402

Peer-Tutoring as a Student-Centered pedagogy in Nursing research Education: Effects on Knowledge Acquisition and Academic Self-Confidence

Jansi Rani Natarajan, Thilagavathi Krishnasamy, Reshma Prakash Sreekala, Irene Dorothy Natarajan, Richard Mottershead, Vidya Seshan
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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.

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