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AIM: To describe the types of peer learning interventions used in nursing students' clinical practice and evaluate their effectiveness compared with traditional approaches. BACKGROUND: Peer learning is increasingly used in clinical practice, yet evidence of its effectiveness remains limited, making evaluation essential for supporting student learning. DESIGN: Systematic review conducted according to JBI and PRISMA guidelines. METHODS: CINAHL, Ovid MEDLINE, Scopus, ProQuest (Education Collection) and Web of Science were searched up to January 2024. Eligibility criteria were defined using the PICO framework. Two reviewers independently screened and selected studies, with a third resolving disagreements. Methodological quality was appraised using the JBI Critical Appraisal Tools for randomised controlled trials and quasi-experimental designs. Data were synthesised without meta-analysis and reported in accordance with PRISMA-SWiM. RESULTS: Twelve studies met the eligibility criteria, comprising five randomised controlled trials and seven quasi-experimental studies. Methodological quality varied. Interventions were implemented across diverse clinical settings and lasted 3-12 weeks. Overall, peer learning was more effective than traditional approaches in supporting nursing students' professional development and psychological aspects of learning, particularly self-efficacy, although effect sizes for self-efficacy were small. CONCLUSIONS: Peer learning in clinical practice appears to be more effective than traditional approaches in promoting nursing students' professional development and supporting psychological aspects of learning. The small effects on self-efficacy highlight the need for further research examining psychological aspects of learning in greater depth. These findings can support educators and healthcare organisations in selecting clinical practice models that promote student learning.
Palander et al. (Thu,) studied this question.