The study examined various methods of peer learning and their effectiveness in undergraduate nursing education. Using a specifically developed search strategy, healthcare databases were systematically searched for peer-reviewed articles, with studies involving peer learning and students in undergraduate general nursing courses (in both clinical and theoretical settings) being included. The studies were published in English between 2001 and 2010. Both study selection and quality analysis were undertaken independently by two researchers using published guidelines and data was thematically analyzed to answer the research questions. Eighteen studies comprising various research methods were included. The variety of terms used for peer learning and variations between study designs and assessment measures affected the reliability of the study. The outcome measures showing improvement in either an objective effect or subjective assessment were considered a positive result with sixteen studies demonstrating positive aspects to peer learning including increased confidence, competence, and a decrease in anxiety. We conclude that peer learning is a rapidly developing aspect of nursing education which has been shown to develop students’ skills in communication, critical thinking, and self-confidence. Peer learning was shown to be as effective as the conventional classroom lecture method in teaching undergraduate nursing students. 1. Introduction Nursing education studies have often focused on traditional teaching methods such as classroom lecture learning, a behaviourism-based teaching method based on passive learning [1]. More effective student-centric learning methods are now being utilized to encourage active student participation and creative thinking [2–4]. One of these methods is peer learning, in which peers learn from one another, involving active student participation and where the student takes responsibility for their learning. Despite being used for many years, one of the barriers to advancement of peer learning is a lack of consistency in its definition [5]. It is known by different interchangeable titles such as “cooperative learning,” “mentoring,” “peer review learning,” “peer coaching,” “peer mentoring,” “problem-based learning,” and “team learning.” Peer learning has been used in education to address critical thinking, psychomotor skills, cognitive development, clinical skills, and academic gains [6–9]. One type of peer learning is problem-based learning (PBL) which is characterized by students learning from each other and from independently sourced
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