Document Type : Original Article



BACKGROUND: Achieving an excellent clinical education by nursing students is one of the primary
goals of any nursing school. Nursing educators try to use different methods to enhance clinical
skills. One of them is a peer‑led method that can be used in theoretical and clinical education. It is
developing as a suitable educational method to promote health. This study assessed the effect of
classmates as peer‑led education on the clinical performance of nursing students.
MATERIALS AND METHODS: This study was conducted using a mixed‑method approach and
a sequential explanatory design. In the quantitative phase, a quasi‑experimental study with a
two‑group pre‑ and post‑test design was conducted. The sample of this phase consisted of 70 nursing
students (35 persons in each group) who were selected through random convenience sampling. The
intervention group participated in a peer‑led education program. The control group received routine
training. The members of both groups completed the clinical performance checklist before, and after
the intervention, The collected data were analyzed using SPSS V21 software using descriptive and
inferential statistics. In the qualitative phase, the researchers interviewed 18 undergraduate students
using semi‑structured in‑depth and face‑to‑face approaches. These participants were selected by
purposive sampling method. Data were analyzed using conventional content analysis. MAX DATA
10 was used to categorize the data. To establish the reliability and validity of findings, Graneheim,
and Landman’s criteria were considered
RESULTS: In the quantitative phase of the study, the results showed that the mean score of clinical
performance was not statistically significant between the control and intervention groups before the
intervention (P > 0.05). At the same time, it was significantly different after the intervention (P < 0.05),
implying that the peer‑led education of the intervention group significantly increased compared to that
of the control. The main theme was “learning based on friendship,” which included two categories,
namely “deep learning” and “learn in the shadow of relaxing.”
CONCLUSION: Classmate as peer‑led education could increase the ability of nursing students in
clinical performance, and was able to enhance deep learning among them.


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