Despite its well-known benefits, the impact of peer tutoring on learning outcomes, student confidence, and social integration within the UOS nursing education framework has not been thoroughly examined. Studies have demonstrated that peer tutoring is an effective method for decreasing the failure rate of nursing students’ courses and enhancing their academic success. It serves as an additional tool to address challenges associated with online-based education ( Kim et al., 2021). This study explored the experiences of nursing student tutors and tutees at the University of Sharjah, assessing their impact on academic development, emotional resilience, interpersonal connections, and the overall learning experience within a culturally and linguistically diverse population of nursing students. Understanding the impact of peer tutoring on students’ academic experiences and professional readiness is crucial for nursing educators and administrators seeking to enhance teaching methods and student outcomes. The results of this study can help refine educational practices at the University of Sharjah and support the future development of academically skilled, reflective, and collaborative nursing professionals.

This study employed a descriptive qualitative design to gain a deeper understanding of how undergraduate nursing students at the University of Sharjah (UoS) experience peer tutoring. Qualitative research explores individuals’ interpretations and meanings of social phenomena within specific contexts ( Grossoehme, 2014). This study employed qualitative content analysis methods, allowing for a detailed examination of students’ lived experiences. Content analysis, as an interpretive process, examines the topic and context, identifying similarities and differences within and across various texts ( Creswell & Poth, 2018). By adopting a qualitative research design, researchers can gain a deeper understanding of the complex and comprehensive nature of the studied topic ( Creswell, 2012) and Mottershead et al. (2024). Additionally, the researchers followed the COREQ qualitative study guidelines ( Tong et al., 2007).

This study was conducted between January and March 2025 at the College of Health Sciences, University of Sharjah, in the United Arab Emirates. The study included 17 undergraduate nursing students, comprising both tutors and tutees (6 tutors and 11 tutees), who participated by sharing their personal thoughts and stories. The inclusion criteria for the study were 11 tutees with a GPA below 2.5, and it included 6 tutors with a GPA above 3.5.

The research instrument comprised two components: a self-designed questionnaire to gather demographic information and a semi-structured interview. The questions were developed through an extensive literature review. After formulation, they were validated by faculty members, including Dr. JMD, who has substantial tutoring experience. The literature review employed MeSH terms such as peer tutoring, emotional resilience, language barrier, and study methods. Following question development, a pilot test was conducted with 5 tutors and 11 tutees. Their feedback helped refine the questions, and the study ultimately addressed the research questions specified.

1.

Describe your experience of peer tutoring.

1.

Describe your experience of receiving peer tutoring.

Semi-structured interviews with students and personal tutors, lasting 45 to 60 minutes, were conducted remotely through Microsoft Teams. With permission, these interviews were video recorded and transcribed exactly as spoken. The interview guides for both groups were piloted earlier, but no changes were made after the pilot. To gain deeper insight into the genuine experiences of nursing students engaged in peer tutoring at the University of Sharjah, we used a qualitative approach. We employed two primary techniques to collect the required data: open-ended surveys and semi-structured interviews. We conducted semi-structured interviews with tutees and peer tutors. In addition to providing a framework, this format allows students to discuss their experiences freely and organically. We inquired about the methods they employed, the difficulties they encountered, and the effects peer tutoring had on their social lives, confidence, and academic achievement. By allowing students to express themselves in their own words, we were able to get deep, significant insights that a typical questionnaire might have overlooked. We developed a Google Form survey to gather demographic data and open-ended answers in addition to the interviews. Participants were given the chance to write about their experiences and reflect on them through the survey. Additionally, it enabled us to connect with students who might have felt more at ease expressing their opinions anonymously as opposed to in person. Student participants were assured that their information would be kept confidential and provided with informed consent prior to participation.

This study employed inductive content analysis ( Elo & Kyngäs, 2008) to analyze the data. In the preparation phase, a single word or phrase was selected as the analysis unit, following recommended procedures. The detailed analysis during the organizing stage consisted of several steps: First, the transcribed interview data were read repeatedly to grasp their content and overall flow; common words or phrases were identified and coded. Second, these systematically identified codes were reviewed and grouped based on shared features. Third, the categorized content was analyzed iteratively, with labels assigned to capture their meanings and relevance. Finally, broader abstract categories were created to organize descriptions related to the research topic. Additionally, we reviewed and clarified the meanings of concepts associated with the topics from the table assessment to ensure data validity and appropriateness.

The University of Sharjah Research Ethics Committee (REC) approved this study (Number: REC-25-02-10-02-S). Before each interview, the process was explained to participants, and written informed consent was obtained. Participants were informed that their participation was voluntary and could be withdrawn at any time; if they chose to withdraw, their data would be removed from the study. No participant chose to withdraw. Interviews were conducted online to ensure participants felt comfortable in a quiet, private setting, encouraging open sharing of opinions. Participants were informed they would not receive compensation and that their participation would be kept anonymous and confidential. Confidentiality involves keeping participants’ information private, with restrictions on the sharing of data. They were assured that their data would not be duplicated or shared without permission. Personal identifiers were removed to ensure anonymity; access to recordings and transcripts was limited to researchers. All sensitive data were securely stored in the principal researcher’s office at the University of Sharjah. The data will be retained for five years after the study concludes, after which all materials will be destroyed, transcripts will be shredded, and recordings will be demagnetized.

Subtheme: Positive experience of teaching and learning

Overall, the enjoyment of teaching and learning emerged as a central and motivating force behind the peer tutors’ engagement. Some tutor participants described their role not only as a chance to support others but also as something personally fulfilling and enjoyable. For some, the joy of teaching began well before university, and this peer tutoring opportunity provided them with a chance to revisit and deepen that interest. As one participant shared:

Subtheme: Satisfaction from helping others

Beyond academic interests, participants also noted the intrinsic satisfaction that came from helping others grasp difficult content and witnessing their peers’ progress. Peer tutoring was perceived not only as a method of transferring knowledge, but as a mutual process of growth and discovery:

The sense of fulfillment that came from supporting peers contributed to a deeper motivation to continue in similar roles. For some, this joy was rooted in a broader love of learning and a desire to contribute to the success of others:

Subtheme: Collaborative learning environment

Participants also reported that the experience created a positive and collaborative learning environment, where mutual support lessened academic pressure and created a sense of community:

In addition to deep learning competencies, participation in the peer-tutoring program enhanced students’ collaborative learning skills. Both tutors and tutees recognized that it was a collaborative process.

Subtheme: Communication skills

For some tutors, the enjoyment was also personal and emotional, especially when tutoring close friends or classmates they cared about:

Also, this was a frequently mentioned area by participants. Students noted that they improved respect and communication within the tutor–tutee relationship. Here are some of their comments.

Students also indicated that they had developed greater openness, understanding, and supportiveness in their didactic relationships.

Subtheme: Develop problem-solving and critical thinking skills

Tutors valued the chance to ask questions or respond to inquiries that encouraged their critical thinking during sessions. Interviews clearly showed that the tutoring process helped develop problem-solving and critical thinking skills.

Subtheme: Building relationships

An important aspect of the peer tutoring experience, as described by participants, was the development of relationships between tutors and the students they supported. Many tutors noted that the interactions extended beyond academic instruction and contributed to a sense of connection, trust, and mutual support. For some, the relationship evolved naturally into a friendlier dynamic, breaking the traditional boundaries between tutor and student. This shift fostered a more relaxed and open learning environment:

Some tutors found that, in building rapport, students felt comfortable enough to ask about a variety of topics—even those outside the formal tutoring sessions or the nursing curriculum. This showed the trust students placed in their tutors and highlighted the informal mentorship aspect of the experience:

In some cases, pre-existing friendships enhanced the comfort and effectiveness of the tutoring session. However, tutors also acknowledged that online sessions and timing constraints (e.g., during exams) could limit opportunities for deeper interaction:

Subtheme 1: Positive academic impact

In exploring the experiences of students who received peer tutoring, the first major theme identified was the positive academic impact. Many participants noted that peer tutoring significantly enhanced their understanding of complex subjects, improved their performance in exams, and provided new study strategies that supported their academic success. Several students shared that tutoring sessions simplified confusing topics and helped them master challenging coursework. For example, one participant mentioned:

Similarly, another student highlighted the academic improvements:

Another tutee emphasized the lasting academic effect, stating:

Subtheme 2: Hesitancy and emotional issues

Another prominent theme that emerged was the initial nervousness students felt before receiving peer tutoring. Several participants disclosed that they were anxious at first due to fears of judgment, the stigma of seeking help, or simply the uncertainty of working with someone new.

Other participants shared that the nervousness stemmed from unfamiliarity with their peer tutors, as described by one tutee:

Despite these initial fears, many noted that their anxieties were quickly alleviated after the first session. The friendliness and supportiveness of the peer tutors played a key role in easing their concerns, as illustrated by another student’s comment:

Subtheme 3: Recognizing the need for support

Tutee participants often became aware of their need for help when they struggled academically, faced upcoming exams, or felt lost after missing key lectures.

Recognizing the importance of seeking help, many students reported that peer tutoring filled critical gaps in their learning and enabled them to regain control over their academic performance. Additionally, recognizing the need for support was a crucial step for students, enabling them to access timely assistance and improve their academic outcomes.

Although students appreciated the tutoring process and recognized its utility, they also encountered frustrations and disappointments. The causes of these disappointments typically arise from a lack of engagement in learning, challenges with punctuality, insufficient dedication, inadequate knowledge, and discrepancies in expectations. While many tutors expressed positive experiences with teaching, several also reflected on the challenges they faced during the tutoring process. These challenges varied from academic and pedagogical barriers to communication issues and time constraints, highlighting the complexity of the tutoring role.

Subtheme: Language barrier

One of the most frequently noted difficulties was the language barrier—not in spoken language, but in the way course material was written and understood by students. Tutors observed that the primary struggle for many of their peers was not the core content itself, but deciphering academic language, especially in subjects like nursing.

Other tutors spoke about logistical and relational barriers that hindered effective communication and rapport-building with the tutees. A lack of time and the limitations of online sessions—especially during stressful periods like exam season—were commonly cited.

In contrast, tutors from English-speaking backgrounds recognized the language barrier but approached it in a different way. They focused on simplifying English explanations rather than incorporating Arabic, which sometimes limited the effectiveness of communication with certain tutees.

Subtheme: Passive learning

Overall, the tutoring experience illuminated both the rewarding and demanding aspects of peer education. Tutors developed a deeper understanding of the diversity in student needs and the skills required to support meaningful learning, such as patience, clarity, and flexibility. Tutors found it exasperating when tutees arrived unprepared for sessions, yet anticipated reiterations of explanations already provided in lectures.

Some tutors also faced frustration with students’ study habits, particularly when learners relied solely on passive techniques such as reading slides without deeper engagement.

Subtheme: Lack of punctuality and commitment

Several participants indicated that coordinating a mutually convenient time was challenging due to their other commitments. Some tutors perceived the preparation of tutoring sessions as arduous. Punctuality was an issue for participants in peer tutoring.

The findings of this study have several important implications for nursing education and curriculum development at the University of Sharjah and other institutions with similarly diverse student populations. This research confirms that peer tutoring has a significant impact on the academic performance, emotional resilience, and overall educational satisfaction of nursing students. These outcomes suggest that peer tutoring is not merely a supplementary tool but a vital component of a student-centered, inclusive learning strategy ( Villanueva, 2023). The evidence from this study supports the integration of structured peer tutoring into the core framework of nursing education. Tutees reported enhanced academic understanding, improved exam performance, and the adoption of more effective study strategies. These findings align with those of Kim, Jillapali, and Boyd (2021) and Benè and Bergus (2014), who have demonstrated that peer tutoring contributes to improved exam outcomes and facilitates deeper engagement with clinical and theoretical material. In the context of UOS, where the majority of students come from non-English-speaking backgrounds, the role of peer tutors in breaking down complex material and adapting explanations to suit linguistic and cultural contexts is particularly valuable. Language barriers in healthcare education can significantly affect comprehension and performance ( Sato & Hodge, 2009). Moreover, the emotional benefits observed among participants—such as increased self-confidence, reduced anxiety, and stronger social connection—demonstrate that peer tutoring serves a psychosocial as well as an academic function. These results align with the findings of Kang et al. (2021), Lockspeiser et al. (2008), and Wierzbinski-Cross (2017), who have emphasized that peer learning environments help reduce academic stress by creating collaborative and emotionally safe spaces for learners. At the University of Sharjah, where students often juggle demanding clinical schedules and personal responsibilities, these emotional benefits are critical for maintaining motivation and mental well-being. This study also found that peer tutoring promotes the development of essential professional skills among tutors. The majority of participants expressed a new interest in education, leadership, and mentorship roles, suggesting that peer tutoring could serve as an early platform for cultivating future educators and clinical leaders in nursing. This finding aligns with the observations of McAtee et al. (2025) and Benè & Bergus (2014), who noted that teaching experiences prepare nursing students for broader professional responsibilities. Furthermore, the act of tutoring enhanced students’ abilities in communication, critical thinking, time management, and patience—skills that are indispensable in clinical practice. Another key implication concerns the potential of peer tutoring to address academic isolation. The majority of students shared that participation in the program increased their sense of belonging within the nursing department. This sense of community and connectedness is crucial for student retention and engagement, especially in high-stress academic environments. Our findings support Kim, Jillapali, and Boyd (2021), who found that peer-led support systems contribute to higher retention rates and improved student satisfaction. Given these multidimensional benefits, institutions should take deliberate steps to formalize and support peer tutoring initiatives. This includes developing clear program structures, offering training sessions for peer tutors, and providing recognition or incentives that validate their contributions. Preparing students for mentorship roles through structured training enhances the quality of peer learning and ensures that tutors are equipped to support diverse learners ( Busby et al., 2021).

In summary, the insights gained from this study demonstrate that peer tutoring is a powerful educational intervention that supports academic achievement, emotional health, and professional development among nursing students. For nursing programs seeking to enhance learning outcomes and cultivate a culture of collaboration, peer tutoring offers a flexible, cost-effective, and evidence-based solution. At the University of Sharjah, these findings present a compelling case for integrating peer tutoring into institutional teaching and learning strategies to better meet the evolving needs of nursing students in a competitive and multicultural academic environment.

The study has several limitations. Since it focuses on a specific group of nursing students from only one university, its generalizability is limited. The findings may not apply to all nursing students, as their demographics and educational backgrounds can vary across different settings or institutions. Additionally, using convenience sampling may introduce selection bias, which can affect the accuracy of the sample’s representation of the broader population. Although reliable tools were employed to assess constructs such as perceived psychological empowerment and peer tutoring effectiveness, reliance on self-reported data may cause response bias. These subjective measures might also overlook some aspects of students’ experiences or perceptions. Finally, while the study identified differences in perceived usefulness between tutors and tutees, it did not explore the specific challenges faced by peer tutors, which could have offered deeper insights into the dynamics of learner interactions.