Exploring peer tutoring experiences in improving nursing students’ academic success and performance: A qualitative study among Emirati undergraduate nursing students

Exploring peer tutoring experiences in improving... | F1000Research "use strict";function _typeof(t){return(_typeof="function"==typeof Symbol&&"symbol"==typeof Symbol.iterator?function(t){return typeof t}:function(t){return t&&"function"==typeof Symbol&&t.constructor===Symbol&&t!==Symbol.prototype?"symbol":typeof t})(t)}!function(){var t=function(){var t,e,o=[],n=window,r=n;for(;r;){try{if(r.frames.__tcfapiLocator){t=r;break}}catch(t){}if(r===n.top)break;r=r.parent}t||(!function t(){var e=n.document,o=!!n.frames.__tcfapiLocator;if(!o)if(e.body){var r=e.createElement("iframe");r.style.cssText="display:none",r.name="__tcfapiLocator",e.body.appendChild(r)}else setTimeout(t,5);return!o}(),n.__tcfapi=function(){for(var t=arguments.length,n=new Array(t),r=0;r 3&&2===parseInt(n[1],10)&&"boolean"==typeof n[3]&&(e=n[3],"function"==typeof n[2]&&n[2]("set",!0)):"ping"===n[0]?"function"==typeof n[2]&&n[2]({gdprApplies:e,cmpLoaded:!1,cmpStatus:"stub"}):o.push(n)},n.addEventListener("message",(function(t){var e="string"==typeof t.data,o={};if(e)try{o=JSON.parse(t.data)}catch(t){}else o=t.data;var n="object"===_typeof(o)&&null!==o?o.__tcfapiCall:null;n&&window.__tcfapi(n.command,n.version,(function(o,r){var a={__tcfapiReturn:{returnValue:o,success:r,callId:n.callId}};t&&t.source&&t.source.postMessage&&t.source.postMessage(e?JSON.stringify(a):a,"*")}),n.parameter)}),!1))};"undefined"!=typeof module?module.exports=t:t()}(); dataLayer = dataLayer || []; // Standard GTM initialization - Google Consent Mode handles consent automatically (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start': new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0], j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src= 'https://www.googletagmanager.com/gtm.js?id='+i+dl+ '>m_auth=hzk0Vc3qFsQYhCrIoHz68A>m_preview=env-1>m_cookies_win=x';f.parentNode.insertBefore(j,f); })(window,document,'script','dataLayer','GTM-MWFK8L5J'); ;window.NREUM||(NREUM={});NREUM.init={distributed_tracing:{enabled:true},privacy:{cookies_enabled:true},ajax:{deny_list:["bam.nr-data.net"]}}; ;NREUM.loader_config={accountID:"438030",trustKey:"438030",agentID:"772317073",licenseKey:"97f8f67f26",applicationID:"772317073"} ;NREUM.info={beacon:"bam.nr-data.net",errorBeacon:"bam.nr-data.net",licenseKey:"97f8f67f26",applicationID:"772317073",sa:1} ;/*! For license information please see nr-loader-spa-1.236.0.min.js.LICENSE.txt */ (()=>{"use strict";var e,t,r={5763:(e,t,r)=>{r.d(t,{P_:()=>l,Mt:()=>g,C5:()=>s,DL:()=>v,OP:()=>T,lF:()=>D,Yu:()=>y,Dg:()=>h,CX:()=>c,GE:()=>b,sU:()=>_});var n=r(8632),i=r(9567);const o={beacon:n.ce.beacon,errorBeacon:n.ce.errorBeacon,licenseKey:void 0,applicationID:void 0,sa:void 0,queueTime:void 0,applicationTime:void 0,ttGuid:void 0,user:void 0,account:void 0,product:void 0,extra:void 0,jsAttributes:{},userAttributes:void 0,atts:void 0,transactionName:void 0,tNamePlain:void 0},a={};function s(e){if(!e)throw new Error("All info objects require an agent identifier!");if(!a[e])throw new Error("Info for ".concat(e," was never set"));return a[e]}function c(e,t){if(!e)throw new Error("All info objects require an agent identifier!");a[e]=(0,i.D)(t,o),(0,n.Qy)(e,a[e],"info")}var u=r(7056);const d=()=>{const e={blockSelector:"[data-nr-block]",maskInputOptions:{password:!0}};return{allow_bfcache:!0,privacy:{cookies_enabled:!0},ajax:{deny_list:void 0,enabled:!0,harvestTimeSeconds:10},distributed_tracing:{enabled:void 0,exclude_newrelic_header:void 0,cors_use_newrelic_header:void 0,cors_use_tracecontext_headers:void 0,allowed_origins:void 0},session:{domain:void 0,expiresMs:u.oD,inactiveMs:u.Hb},ssl:void 0,obfuscate:void 0,jserrors:{enabled:!0,harvestTimeSeconds:10},metrics:{enabled:!0},page_action:{enabled:!0,harvestTimeSeconds:30},page_view_event:{enabled:!0},page_view_timing:{enabled:!0,harvestTimeSeconds:30,long_task:!1},session_trace:{enabled:!0,harvestTimeSeconds:10},harvest:{tooManyRequestsDelay:60},session_replay:{enabled:!1,harvestTimeSeconds:60,sampleRate:.1,errorSampleRate:.1,maskTextSelector:"*",maskAllInputs:!0,get blockClass(){return"nr-block"},get ignoreClass(){return"nr-ignore"},get maskTextClass(){return"nr-mask"},get blockSelector(){return e.blockSelector},set blockSelector(t){e.blockSelector+=",".concat(t)},get maskInputOptions(){return e.maskInputOptions},set maskInputOptions(t){e.maskInputOptions={...t,password:!0}}},spa:{enabled:!0,harvestTimeSeconds:10}}},f={};function l(e){if(!e)throw new Error("All configuration objects require an agent identifier!");if(!f[e])throw new Error("Configuration for ".concat(e," was never set"));return f[e]}function h(e,t){if(!e)throw new Error("All configuration objects require an agent identifier!");f[e]=(0,i.D)(t,d()),(0,n.Qy)(e,f[e],"config")}function g(e,t){if(!e)throw new Error("All configuration objects require an agent identifier!");var r=l(e);if(r){for(var n=t.split("."),i=0;i {r.d(t,{D:()=>i});var n=r(50);function i(e,t){try{if(!e||"object"!=typeof e)return(0,n.Z)("Setting a Configurable requires an object as input");if(!t||"object"!=typeof t)return(0,n.Z)("Setting a Configurable requires a model to set its initial properties");const r=Object.create(Object.getPrototypeOf(t),Object.getOwnPropertyDescriptors(t)),o=0===Object.keys(r).length?e:r;for(let a in o)if(void 0!==e[a])try{"object"==typeof e[a]&&"object"==typeof t[a]?r[a]=i(e[a],t[a]):r[a]=e[a]}catch(e){(0,n.Z)("An error occurred while setting a property of a Configurable",e)}return r}catch(e){(0,n.Z)("An error occured while setting a Configurable",e)}}},6818:(e,t,r)=>{r.d(t,{Re:()=>i,gF:()=>o,q4:()=>n});const n="1.236.0",i="PROD",o="CDN"},385:(e,t,r)=>{r.d(t,{FN:()=>a,IF:()=>u,Nk:()=>f,Tt:()=>s,_A:()=>o,il:()=>n,pL:()=>c,v6:()=>i,w1:()=>d});const n="undefined"!=typeof window&&!!window.document,i="undefined"!=typeof WorkerGlobalScope&&("undefined"!=typeof self&&self instanceof WorkerGlobalScope&&self.navigator instanceof WorkerNavigator||"undefined"!=typeof globalThis&&globalThis instanceof WorkerGlobalScope&&globalThis.navigator instanceof WorkerNavigator),o=n?window:"undefined"!=typeof WorkerGlobalScope&&("undefined"!=typeof self&&self instanceof WorkerGlobalScope&&self||"undefined"!=typeof globalThis&&globalThis instanceof WorkerGlobalScope&&globalThis),a=""+o?.location,s=/iPad|iPhone|iPod/.test(navigator.userAgent),c=s&&"undefined"==typeof SharedWorker,u=(()=>{const e=navigator.userAgent.match(/Firefox[/\s](\d+\.\d+)/);return Array.isArray(e)&&e.length>=2?+e[1]:0})(),d=Boolean(n&&window.document.documentMode),f=!!navigator.sendBeacon},1117:(e,t,r)=>{r.d(t,{w:()=>o});var n=r(50);const i={agentIdentifier:"",ee:void 0};class o{constructor(e){try{if("object"!=typeof e)return(0,n.Z)("shared context requires an object as input");this.sharedContext={},Object.assign(this.sharedContext,i),Object.entries(e).forEach((e=>{let[t,r]=e;Object.keys(i).includes(t)&&(this.sharedContext[t]=r)}))}catch(e){(0,n.Z)("An error occured while setting SharedContext",e)}}}},8e3:(e,t,r)=>{r.d(t,{L:()=>d,R:()=>c});var n=r(2177),i=r(1284),o=r(4322),a=r(3325);const s={};function c(e,t){const r={staged:!1,priority:a.p[t]||0};u(e),s[e].get(t)||s[e].set(t,r)}function u(e){e&&(s[e]||(s[e]=new Map))}function d(){let e=arguments.length>0&&void 0!==arguments[0]?arguments[0]:"",t=arguments.length>1&&void 0!==arguments[1]?arguments[1]:"feature";if(u(e),!e||!s[e].get(t))return a(t);s[e].get(t).staged=!0;const r=[...s[e]];function a(t){const r=e?n.ee.get(e):n.ee,a=o.X.handlers;if(r.backlog&&a){var s=r.backlog[t],c=a[t];if(c){for(var u=0;s&&u {let[t,r]=e;return r.staged}))&&(r.sort(((e,t)=>e[1].priority-t[1].priority)),r.forEach((e=>{let[t]=e;a(t)})))}function f(e,t){var r=e[1];(0,i.D)(t[r],(function(t,r){var n=e[0];if(r[0]===n){var i=r[1],o=e[3],a=e[2];i.apply(o,a)}}))}},2177:(e,t,r)=>{r.d(t,{c:()=>f,ee:()=>u});var n=r(8632),i=r(2210),o=r(1284),a=r(5763),s="nr@context";let c=(0,n.fP)();var u;function d(){}function f(e){return(0,i.X)(e,s,l)}function l(){return new d}function h(){u.aborted=!0,u.backlog={}}c.ee?u=c.ee:(u=function e(t,r){var n={},c={},f={},g=!1;try{g=16===r.length&&(0,a.OP)(r).isolatedBacklog}catch(e){}var p={on:b,addEventListener:b,removeEventListener:y,emit:v,get:x,listeners:w,context:m,buffer:A,abort:h,aborted:!1,isBuffering:E,debugId:r,backlog:g?{}:t&&"object"==typeof t.backlog?t.backlog:{}};return p;function m(e){return e&&e instanceof d?e:e?(0,i.X)(e,s,l):l()}function v(e,r,n,i,o){if(!1!==o&&(o=!0),!u.aborted||i){t&&o&&t.emit(e,r,n);for(var a=m(n),s=w(e),d=s.length,f=0;fn,p:()=>i});var n=r(2177).ee.get("handle");function i(e,t,r,i,o){o?(o.buffer([e],i),o.emit(e,t,r)):(n.buffer([e],i),n.emit(e,t,r))}},4322:(e,t,r)=>{r.d(t,{X:()=>o});var n=r(5546);o.on=a;var i=o.handlers={};function o(e,t,r,o){a(o||n.E,i,e,t,r)}function a(e,t,r,i,o){o||(o="feature"),e||(e=n.E);var a=t[o]=t[o]||{};(a[r]=a[r]||[]).push([e,i])}},3239:(e,t,r)=>{r.d(t,{bP:()=>s,iz:()=>c,m$:()=>a});var n=r(385);let i=!1,o=!1;try{const e={get passive(){return i=!0,!1},get signal(){return o=!0,!1}};n._A.addEventListener("test",null,e),n._A.removeEventListener("test",null,e)}catch(e){}function a(e,t){return i||o?{capture:!!e,passive:i,signal:t}:!!e}function s(e,t){let r=arguments.length>2&&void 0!==arguments[2]&&arguments[2],n=arguments.length>3?arguments[3]:void 0;window.addEventListener(e,t,a(r,n))}function c(e,t){let r=arguments.length>2&&void 0!==arguments[2]&&arguments[2],n=arguments.length>3?arguments[3]:void 0;document.addEventListener(e,t,a(r,n))}},4402:(e,t,r)=>{r.d(t,{Ht:()=>u,M:()=>c,Rl:()=>a,ky:()=>s});var n=r(385);const i="xxxxxxxx-xxxx-4xxx-yxxx-xxxxxxxxxxxx";function o(e,t){return e?15&e[t]:16*Math.random()|0}function a(){const e=n._A?.crypto||n._A?.msCrypto;let t,r=0;return e&&e.getRandomValues&&(t=e.getRandomValues(new Uint8Array(31))),i.split("").map((e=>"x"===e?o(t,++r).toString(16):"y"===e?(3&o()|8).toString(16):e)).join("")}function s(e){const t=n._A?.crypto||n._A?.msCrypto;let r,i=0;t&&t.getRandomValues&&(r=t.getRandomValues(new Uint8Array(31)));const a=[];for(var s=0;s {r.d(t,{Bq:()=>n,Hb:()=>o,oD:()=>i});const n="NRBA",i=144e5,o=18e5},7894:(e,t,r)=>{function n(){return Math.round(performance.now())}r.d(t,{z:()=>n})},7243:(e,t,r)=>{r.d(t,{e:()=>o});var n=r(385),i={};function o(e){if(e in i)return i[e];if(0===(e||"").indexOf("data:"))return{protocol:"data"};let t;var r=n._A?.location,o={};if(n.il)t=document.createElement("a"),t.href=e;else try{t=new URL(e,r.href)}catch(e){return o}o.port=t.port;var a=t.href.split("://");!o.port&&a[1]&&(o.port=a[1].split("/")[0].split("@").pop().split(":")[1]),o.port&&"0"!==o.port||(o.port="https"===a[0]?"443":"80"),o.hostname=t.hostname||r.hostname,o.pathname=t.pathname,o.protocol=a[0],"/"!==o.pathname.charAt(0)&&(o.pathname="/"+o.pathname);var s=!t.protocol||":"===t.protocol||t.protocol===r.protocol,c=t.hostname===r.hostname&&t.port===r.port;return o.sameOrigin=s&&(!t.hostname||c),"/"===o.pathname&&(i[e]=o),o}},50:(e,t,r)=>{function n(e,t){"function"==typeof console.warn&&(console.warn("New Relic: ".concat(e)),t&&console.warn(t))}r.d(t,{Z:()=>n})},2587:(e,t,r)=>{r.d(t,{N:()=>c,T:()=>u});var n=r(2177),i=r(5546),o=r(8e3),a=r(3325);const s={stn:[a.D.sessionTrace],err:[a.D.jserrors,a.D.metrics],ins:[a.D.pageAction],spa:[a.D.spa],sr:[a.D.sessionReplay,a.D.sessionTrace]};function c(e,t){const r=n.ee.get(t);e&&"object"==typeof e&&(Object.entries(e).forEach((e=>{let[t,n]=e;void 0===u[t]&&(s[t]?s[t].forEach((e=>{n?(0,i.p)("feat-"+t,[],void 0,e,r):(0,i.p)("block-"+t,[],void 0,e,r),(0,i.p)("rumresp-"+t,[Boolean(n)],void 0,e,r)})):n&&(0,i.p)("feat-"+t,[],void 0,void 0,r),u[t]=Boolean(n))})),Object.keys(s).forEach((e=>{void 0===u[e]&&(s[e]?.forEach((t=>(0,i.p)("rumresp-"+e,[!1],void 0,t,r))),u[e]=!1)})),(0,o.L)(t,a.D.pageViewEvent))}const u={}},2210:(e,t,r)=>{r.d(t,{X:()=>i});var n=Object.prototype.hasOwnProperty;function i(e,t,r){if(n.call(e,t))return e[t];var i=r();if(Object.defineProperty&&Object.keys)try{return Object.defineProperty(e,t,{value:i,writable:!0,enumerable:!1}),i}catch(e){}return e[t]=i,i}},1284:(e,t,r)=>{r.d(t,{D:()=>n});const n=(e,t)=>Object.entries(e||{}).map((e=>{let[r,n]=e;return t(r,n)}))},4351:(e,t,r)=>{r.d(t,{P:()=>o});var n=r(2177);const i=()=>{const e=new WeakSet;return(t,r)=>{if("object"==typeof r&&null!==r){if(e.has(r))return;e.add(r)}return r}};function o(e){try{return JSON.stringify(e,i())}catch(e){try{n.ee.emit("internal-error",[e])}catch(e){}}}},3960:(e,t,r)=>{r.d(t,{K:()=>a,b:()=>o});var n=r(3239);function i(){return"undefined"==typeof document||"complete"===document.readyState}function o(e,t){if(i())return e();(0,n.bP)("load",e,t)}function a(e){if(i())return e();(0,n.iz)("DOMContentLoaded",e)}},8632:(e,t,r)=>{r.d(t,{EZ:()=>u,Qy:()=>c,ce:()=>o,fP:()=>a,gG:()=>d,mF:()=>s});var n=r(7894),i=r(385);const o={beacon:"bam.nr-data.net",errorBeacon:"bam.nr-data.net"};function a(){return i._A.NREUM||(i._A.NREUM={}),void 0===i._A.newrelic&&(i._A.newrelic=i._A.NREUM),i._A.NREUM}function s(){let e=a();return e.o||(e.o={ST:i._A.setTimeout,SI:i._A.setImmediate,CT:i._A.clearTimeout,XHR:i._A.XMLHttpRequest,REQ:i._A.Request,EV:i._A.Event,PR:i._A.Promise,MO:i._A.MutationObserver,FETCH:i._A.fetch}),e}function c(e,t,r){let i=a();const o=i.initializedAgents||{},s=o[e]||{};return Object.keys(s).length||(s.initializedAt={ms:(0,n.z)(),date:new Date}),i.initializedAgents={...o,[e]:{...s,[r]:t}},i}function u(e,t){a()[e]=t}function d(){return function(){let e=a();const t=e.info||{};e.info={beacon:o.beacon,errorBeacon:o.errorBeacon,...t}}(),function(){let e=a();const t=e.init||{};e.init={...t}}(),s(),function(){let e=a();const t=e.loader_config||{};e.loader_config={...t}}(),a()}},7956:(e,t,r)=>{r.d(t,{N:()=>i});var n=r(3239);function i(e){let t=arguments.length>1&&void 0!==arguments[1]&&arguments[1],r=arguments.length>2?arguments[2]:void 0,i=arguments.length>3?arguments[3]:void 0;return void(0,n.iz)("visibilitychange",(function(){if(t)return void("hidden"==document.visibilityState&&e());e(document.visibilityState)}),r,i)}},1214:(e,t,r)=>{r.d(t,{em:()=>v,u5:()=>N,QU:()=>S,_L:()=>I,Gm:()=>L,Lg:()=>M,gy:()=>U,BV:()=>Q,Kf:()=>ee});var n=r(2177);const i="nr@original";var o=Object.prototype.hasOwnProperty,a=!1;function s(e,t){return e||(e=n.ee),r.inPlace=function(e,t,n,i,o){n||(n="");var a,s,c,u="-"===n.charAt(0);for(c=0;c 2?n-2:0),o=2;o {r(A[T],e,w),r(E[T],e,w)})),r(l._A,"fetch",y),t.on(y+"end",(function(e,r){var n=this;if(r){var i=r.headers.get("content-length");null!==i&&(n.rxSize=i),t.emit(y+"done",[null,r],n)}else t.emit(y+"done",[e],n)})),t}const O={},j=["pushState","replaceState"];function S(e){const t=function(e){return(e||n.ee).get("history")}(e);return!l.il||O[t.debugId]++||(O[t.debugId]=1,s(t).inPlace(window.history,j,"-")),t}var P=r(3239);const C={},R=["appendChild","insertBefore","replaceChild"];function I(e){const t=function(e){return(e||n.ee).get("jsonp")}(e);if(!l.il||C[t.debugId])return t;C[t.debugId]=!0;var r=s(t),i=/[?&](?:callback|cb)=([^&#]+)/,o=/(.*)\.([^.]+)/,a=/^(\w+)(\.|$)(.*)$/;function c(e,t){var r=e.match(a),n=r[1],i=r[3];return i?c(i,t[n]):t[n]}return r.inPlace(Node.prototype,R,"dom-"),t.on("dom-start",(function(e){!function(e){if(!e||"string"!=typeof e.nodeName||"script"!==e.nodeName.toLowerCase())return;if("function"!=typeof e.addEventListener)return;var n=(a=e.src,s=a.match(i),s?s[1]:null);var a,s;if(!n)return;var u=function(e){var t=e.match(o);if(t&&t.length>=3)return{key:t[2],parent:c(t[1],window)};return{key:e,parent:window}}(n);if("function"!=typeof u.parent[u.key])return;var d={};function f(){t.emit("jsonp-end",[],d),e.removeEventListener("load",f,(0,P.m$)(!1)),e.removeEventListener("error",l,(0,P.m$)(!1))}function l(){t.emit("jsonp-error",[],d),t.emit("jsonp-end",[],d),e.removeEventListener("load",f,(0,P.m$)(!1)),e.removeEventListener("error",l,(0,P.m$)(!1))}r.inPlace(u.parent,[u.key],"cb-",d),e.addEventListener("load",f,(0,P.m$)(!1)),e.addEventListener("error",l,(0,P.m$)(!1)),t.emit("new-jsonp",[e.src],d)}(e[0])})),t}var k=r(5763);const H={};function L(e){const t=function(e){return(e||n.ee).get("mutation")}(e);if(!l.il||H[t.debugId])return t;H[t.debugId]=!0;var r=s(t),i=k.Yu.MO;return i&&(window.MutationObserver=function(e){return this instanceof i?new i(r(e,"fn-")):i.apply(this,arguments)},MutationObserver.prototype=i.prototype),t}const z={};function M(e){const t=function(e){return(e||n.ee).get("promise")}(e);if(z[t.debugId])return t;z[t.debugId]=!0;var r=n.c,o=s(t),a=k.Yu.PR;return a&&function(){function e(r){var n=t.context(),i=o(r,"executor-",n,null,!1);const s=Reflect.construct(a,[i],e);return t.context(s).getCtx=function(){return n},s}l._A.Promise=e,Object.defineProperty(e,"name",{value:"Promise"}),e.toString=function(){return a.toString()},Object.setPrototypeOf(e,a),["all","race"].forEach((function(r){const n=a[r];e[r]=function(e){let i=!1;[...e||[]].forEach((e=>{this.resolve(e).then(a("all"===r),a(!1))}));const o=n.apply(this,arguments);return o;function a(e){return function(){t.emit("propagate",[null,!i],o,!1,!1),i=i||!e}}}})),["resolve","reject"].forEach((function(r){const n=a[r];e[r]=function(e){const r=n.apply(this,arguments);return e!==r&&t.emit("propagate",[e,!0],r,!1,!1),r}})),e.prototype=a.prototype;const n=a.prototype.then;a.prototype.then=function(){var e=this,i=r(e);i.promise=e;for(var a=arguments.length,s=new Array(a),c=0;c e())),t};function m(e,t){i.inPlace(t,["onreadystatechange"],"fn-",E)}function b(){var e=this,t=r.context(e);e.readyState>3&&!t.resolved&&(t.resolved=!0,r.emit("xhr-resolved",[],e)),i.inPlace(e,f,"fn-",E)}if(function(e,t){for(var r in e)t[r]=e[r]}(o,p),p.prototype=o.prototype,i.inPlace(p.prototype,J,"-xhr-",E),r.on("send-xhr-start",(function(e,t){m(e,t),function(e){h.push(e),a&&(y?y.then(A):u?u(A):(w=-w,x.data=w))}(t)})),r.on("open-xhr-start",m),a){var y=c&&c.resolve();if(!u&&!c){var w=1,x=document.createTextNode(w);new a(A).observe(x,{characterData:!0})}}else t.on("fn-end",(function(e){e[0]&&e[0].type===d||A()}));function A(){for(var e=0;e {r.d(t,{t:()=>n});const n=r(3325).D.ajax},6660:(e,t,r)=>{r.d(t,{A:()=>i,t:()=>n});const n=r(3325).D.jserrors,i="nr@seenError"},3081:(e,t,r)=>{r.d(t,{gF:()=>o,mY:()=>i,t9:()=>n,vz:()=>s,xS:()=>a});const n=r(3325).D.metrics,i="sm",o="cm",a="storeSupportabilityMetrics",s="storeEventMetrics"},4649:(e,t,r)=>{r.d(t,{t:()=>n});const n=r(3325).D.pageAction},7633:(e,t,r)=>{r.d(t,{Dz:()=>i,OJ:()=>a,qw:()=>o,t9:()=>n});const n=r(3325).D.pageViewEvent,i="firstbyte",o="domcontent",a="windowload"},9251:(e,t,r)=>{r.d(t,{t:()=>n});const n=r(3325).D.pageViewTiming},3614:(e,t,r)=>{r.d(t,{BST_RESOURCE:()=>i,END:()=>s,FEATURE_NAME:()=>n,FN_END:()=>u,FN_START:()=>c,PUSH_STATE:()=>d,RESOURCE:()=>o,START:()=>a});const n=r(3325).D.sessionTrace,i="bstResource",o="resource",a="-start",s="-end",c="fn"+a,u="fn"+s,d="pushState"},7836:(e,t,r)=>{r.d(t,{BODY:()=>A,CB_END:()=>E,CB_START:()=>u,END:()=>x,FEATURE_NAME:()=>i,FETCH:()=>_,FETCH_BODY:()=>v,FETCH_DONE:()=>m,FETCH_START:()=>p,FN_END:()=>c,FN_START:()=>s,INTERACTION:()=>l,INTERACTION_API:()=>d,INTERACTION_EVENTS:()=>o,JSONP_END:()=>b,JSONP_NODE:()=>g,JS_TIME:()=>T,MAX_TIMER_BUDGET:()=>a,REMAINING:()=>f,SPA_NODE:()=>h,START:()=>w,originalSetTimeout:()=>y});var n=r(5763);const i=r(3325).D.spa,o=["click","submit","keypress","keydown","keyup","change"],a=999,s="fn-start",c="fn-end",u="cb-start",d="api-ixn-",f="remaining",l="interaction",h="spaNode",g="jsonpNode",p="fetch-start",m="fetch-done",v="fetch-body-",b="jsonp-end",y=n.Yu.ST,w="-start",x="-end",A="-body",E="cb"+x,T="jsTime",_="fetch"},5938:(e,t,r)=>{r.d(t,{W:()=>o});var n=r(5763),i=r(2177);class o{constructor(e,t,r){this.agentIdentifier=e,this.aggregator=t,this.ee=i.ee.get(e,(0,n.OP)(this.agentIdentifier).isolatedBacklog),this.featureName=r,this.blocked=!1}}},9144:(e,t,r)=>{r.d(t,{j:()=>m});var n=r(3325),i=r(5763),o=r(5546),a=r(2177),s=r(7894),c=r(8e3),u=r(3960),d=r(385),f=r(50),l=r(3081),h=r(8632);function g(){const e=(0,h.gG)();["setErrorHandler","finished","addToTrace","inlineHit","addRelease","addPageAction","setCurrentRouteName","setPageViewName","setCustomAttribute","interaction","noticeError","setUserId"].forEach((t=>{e[t]=function(){for(var r=arguments.length,n=new Array(r),i=0;i 1?r-1:0),i=1;i {e.exposed&&e.api[t]&&o.push(e.api[t](...n))})),o.length>1?o:o[0]}(t,...n)}}))}var p=r(2587);function m(e){let t=arguments.length>1&&void 0!==arguments[1]?arguments[1]:{},m=arguments.length>2?arguments[2]:void 0,v=arguments.length>3?arguments[3]:void 0,{init:b,info:y,loader_config:w,runtime:x={loaderType:m},exposed:A=!0}=t;const E=(0,h.gG)();y||(b=E.init,y=E.info,w=E.loader_config),(0,i.Dg)(e,b||{}),(0,i.GE)(e,w||{}),(0,i.sU)(e,x),y.jsAttributes??={},d.v6&&(y.jsAttributes.isWorker=!0),(0,i.CX)(e,y),g();const T=function(e,t){t||(0,c.R)(e,"api");const h={};var g=a.ee.get(e),p=g.get("tracer"),m="api-",v=m+"ixn-";function b(t,r,n,o){const a=(0,i.C5)(e);return null===r?delete a.jsAttributes[t]:(0,i.CX)(e,{...a,jsAttributes:{...a.jsAttributes,[t]:r}}),x(m,n,!0,o||null===r?"session":void 0)(t,r)}function y(){}["setErrorHandler","finished","addToTrace","inlineHit","addRelease"].forEach((e=>h[e]=x(m,e,!0,"api"))),h.addPageAction=x(m,"addPageAction",!0,n.D.pageAction),h.setCurrentRouteName=x(m,"routeName",!0,n.D.spa),h.setPageViewName=function(t,r){if("string"==typeof t)return"/"!==t.charAt(0)&&(t="/"+t),(0,i.OP)(e).customTransaction=(r||"http://custom.transaction")+t,x(m,"setPageViewName",!0)()},h.setCustomAttribute=function(e,t){let r=arguments.length>2&&void 0!==arguments[2]&&arguments[2];if("string"==typeof e){if(["string","number"].includes(typeof t)||null===t)return b(e,t,"setCustomAttribute",r);(0,f.Z)("Failed to execute setCustomAttribute.\nNon-null value must be a string or number type, but a type of was provided."))}else(0,f.Z)("Failed to execute setCustomAttribute.\nName must be a string type, but a type of was provided."))},h.setUserId=function(e){if("string"==typeof e||null===e)return b("enduser.id",e,"setUserId",!0);(0,f.Z)("Failed to execute setUserId.\nNon-null value must be a string type, but a type of was provided."))},h.interaction=function(){return(new y).get()};var w=y.prototype={createTracer:function(e,t){var r={},i=this,a="function"==typeof t;return(0,o.p)(v+"tracer",[(0,s.z)(),e,r],i,n.D.spa,g),function(){if(p.emit((a?"":"no-")+"fn-start",[(0,s.z)(),i,a],r),a)try{return t.apply(this,arguments)}catch(e){throw p.emit("fn-err",[arguments,this,"string"==typeof e?new Error(e):e],r),e}finally{p.emit("fn-end",[(0,s.z)()],r)}}}};function x(e,t,r,i){return function(){return(0,o.p)(l.xS,["API/"+t+"/called"],void 0,n.D.metrics,g),i&&(0,o.p)(e+t,[(0,s.z)(),...arguments],r?null:this,i,g),r?void 0:this}}function A(){r.e(439).then(r.bind(r,7438)).then((t=>{let{setAPI:r}=t;r(e),(0,c.L)(e,"api")})).catch((()=>(0,f.Z)("Downloading runtime APIs failed...")))}return["actionText","setName","setAttribute","save","ignore","onEnd","getContext","end","get"].forEach((e=>{w[e]=x(v,e,void 0,n.D.spa)})),h.noticeError=function(e,t){"string"==typeof e&&(e=new Error(e)),(0,o.p)(l.xS,["API/noticeError/called"],void 0,n.D.metrics,g),(0,o.p)("err",[e,(0,s.z)(),!1,t],void 0,n.D.jserrors,g)},d.il?(0,u.b)((()=>A()),!0):A(),h}(e,v);return(0,h.Qy)(e,T,"api"),(0,h.Qy)(e,A,"exposed"),(0,h.EZ)("activatedFeatures",p.T),T}},3325:(e,t,r)=>{r.d(t,{D:()=>n,p:()=>i});const n={ajax:"ajax",jserrors:"jserrors",metrics:"metrics",pageAction:"page_action",pageViewEvent:"page_view_event",pageViewTiming:"page_view_timing",sessionReplay:"session_replay",sessionTrace:"session_trace",spa:"spa"},i={[n.pageViewEvent]:1,[n.pageViewTiming]:2,[n.metrics]:3,[n.jserrors]:4,[n.ajax]:5,[n.sessionTrace]:6,[n.pageAction]:7,[n.spa]:8,[n.sessionReplay]:9}}},n={};function i(e){var t=n[e];if(void 0!==t)return t.exports;var o=n[e]={exports:{}};return r[e](o,o.exports,i),o.exports}i.m=r,i.d=(e,t)=>{for(var r in t)i.o(t,r)&&!i.o(e,r)&&Object.defineProperty(e,r,{enumerable:!0,get:t[r]})},i.f={},i.e=e=>Promise.all(Object.keys(i.f).reduce(((t,r)=>(i.f[r](e,t),t)),[])),i.u=e=>(({78:"page_action-aggregate",147:"metrics-aggregate",242:"session-manager",317:"jserrors-aggregate",348:"page_view_timing-aggregate",412:"lazy-feature-loader",439:"async-api",538:"recorder",590:"session_replay-aggregate",675:"compressor",733:"session_trace-aggregate",786:"page_view_event-aggregate",873:"spa-aggregate",898:"ajax-aggregate"}[e]||e)+"."+{78:"ac76d497",147:"3dc53903",148:"1a20d5fe",242:"2a64278a",317:"49e41428",348:"bd6de33a",412:"2f55ce66",439:"30bd804e",538:"1b18459f",590:"cf0efb30",675:"ae9f91a8",733:"83105561",786:"06482edd",860:"03a8b7a5",873:"e6b09d52",898:"998ef92b"}[e]+"-1.236.0.min.js"),i.o=(e,t)=>Object.prototype.hasOwnProperty.call(e,t),e={},t="NRBA:",i.l=(r,n,o,a)=>{if(e[r])e[r].push(n);else{var s,c;if(void 0!==o)for(var u=document.getElementsByTagName("script"),d=0;d {s.onerror=s.onload=null,clearTimeout(h);var i=e[r];if(delete e[r],s.parentNode&&s.parentNode.removeChild(s),i&&i.forEach((e=>e(n))),t)return t(n)},h=setTimeout(l.bind(null,void 0,{type:"timeout",target:s}),12e4);s.onerror=l.bind(null,s.onerror),s.onload=l.bind(null,s.onload),c&&document.head.appendChild(s)}},i.r=e=>{"undefined"!=typeof Symbol&&Symbol.toStringTag&&Object.defineProperty(e,Symbol.toStringTag,{value:"Module"}),Object.defineProperty(e,"__esModule",{value:!0})},i.j=364,i.p="https://js-agent.newrelic.com/",(()=>{var e={364:0,953:0};i.f.j=(t,r)=>{var n=i.o(e,t)?e[t]:void 0;if(0!==n)if(n)r.push(n[2]);else{var o=new Promise(((r,i)=>n=e[t]=[r,i]));r.push(n[2]=o);var a=i.p+i.u(t),s=new Error;i.l(a,(r=>{if(i.o(e,t)&&(0!==(n=e[t])&&(e[t]=void 0),n)){var o=r&&("load"===r.type?"missing":r.type),a=r&&r.target&&r.target.src;s.message="Loading chunk "+t+" failed.\n("+o+": "+a+")",s.name="ChunkLoadError",s.type=o,s.request=a,n[1](s)}}),"chunk-"+t,t)}};var t=(t,r)=>{var n,o,[a,s,c]=r,u=0;if(a.some((t=>0!==e[t]))){for(n in s)i.o(s,n)&&(i.m[n]=s[n]);if(c)c(i)}for(t&&t(r);u {i.r(o);var e=i(3325),t=i(5763);const r=Object.values(e.D);function n(e){const n={};return r.forEach((r=>{n[r]=function(e,r){return!1!==(0,t.Mt)(r,"".concat(e,".enabled"))}(r,e)})),n}var a=i(9144);var s=i(5546),c=i(385),u=i(8e3),d=i(5938),f=i(3960),l=i(50);class h extends d.W{constructor(e,t,r){let n=!(arguments.length>3&&void 0!==arguments[3])||arguments[3];super(e,t,r),this.auto=n,this.abortHandler,this.featAggregate,this.onAggregateImported,n&&(0,u.R)(e,r)}importAggregator(){let e=arguments.length>0&&void 0!==arguments[0]?arguments[0]:{};if(this.featAggregate||!this.auto)return;const r=c.il&&!0===(0,t.Mt)(this.agentIdentifier,"privacy.cookies_enabled");let n;this.onAggregateImported=new Promise((e=>{n=e}));const o=async()=>{let t;try{if(r){const{setupAgentSession:e}=await Promise.all([i.e(860),i.e(242)]).then(i.bind(i,3228));t=e(this.agentIdentifier)}}catch(e){(0,l.Z)("A problem occurred when starting up session manager. This page will not start or extend any session.",e)}try{if(!this.shouldImportAgg(this.featureName,t))return void(0,u.L)(this.agentIdentifier,this.featureName);const{lazyFeatureLoader:r}=await i.e(412).then(i.bind(i,8582)),{Aggregate:o}=await r(this.featureName,"aggregate");this.featAggregate=new o(this.agentIdentifier,this.aggregator,e),n(!0)}catch(e){(0,l.Z)("Downloading and initializing ".concat(this.featureName," failed..."),e),this.abortHandler?.(),n(!1)}};c.il?(0,f.b)((()=>o()),!0):o()}shouldImportAgg(r,n){return r!==e.D.sessionReplay||!1!==(0,t.Mt)(this.agentIdentifier,"session_trace.enabled")&&(!!n?.isNew||!!n?.state.sessionReplay)}}var g=i(7633),p=i(7894);class m extends h{static featureName=g.t9;constructor(r,n){let i=!(arguments.length>2&&void 0!==arguments[2])||arguments[2];if(super(r,n,g.t9,i),("undefined"==typeof PerformanceNavigationTiming||c.Tt)&&"undefined"!=typeof PerformanceTiming){const n=(0,t.OP)(r);n[g.Dz]=Math.max(Date.now()-n.offset,0),(0,f.K)((()=>n[g.qw]=Math.max((0,p.z)()-n[g.Dz],0))),(0,f.b)((()=>{const t=(0,p.z)();n[g.OJ]=Math.max(t-n[g.Dz],0),(0,s.p)("timing",["load",t],void 0,e.D.pageViewTiming,this.ee)}))}this.importAggregator()}}var v=i(1117),b=i(1284);class y extends v.w{constructor(e){super(e),this.aggregatedData={}}store(e,t,r,n,i){var o=this.getBucket(e,t,r,i);return o.metrics=function(e,t){t||(t={count:0});return t.count+=1,(0,b.D)(e,(function(e,r){t[e]=w(r,t[e])})),t}(n,o.metrics),o}merge(e,t,r,n,i){var o=this.getBucket(e,t,n,i);if(o.metrics){var a=o.metrics;a.count+=r.count,(0,b.D)(r,(function(e,t){if("count"!==e){var n=a[e],i=r[e];i&&!i.c?a[e]=w(i.t,n):a[e]=function(e,t){if(!t)return e;t.c||(t=x(t.t));return t.min=Math.min(e.min,t.min),t.max=Math.max(e.max,t.max),t.t+=e.t,t.sos+=e.sos,t.c+=e.c,t}(i,a[e])}}))}else o.metrics=r}storeMetric(e,t,r,n){var i=this.getBucket(e,t,r);return i.stats=w(n,i.stats),i}getBucket(e,t,r,n){this.aggregatedData[e]||(this.aggregatedData[e]={});var i=this.aggregatedData[e][t];return i||(i=this.aggregatedData[e][t]={params:r||{}},n&&(i.custom=n)),i}get(e,t){return t?this.aggregatedData[e]&&this.aggregatedData[e][t]:this.aggregatedData[e]}take(e){for(var t={},r="",n=!1,i=0;i t.max&&(t.max=e),e 2&&void 0!==arguments[2])||arguments[2];super(e,r,j.t,n),c.il&&((0,t.OP)(e).initHidden=Boolean("hidden"===document.visibilityState),(0,N.N)((()=>(0,s.p)("docHidden",[(0,p.z)()],void 0,j.t,this.ee)),!0),(0,O.bP)("pagehide",(()=>(0,s.p)("winPagehide",[(0,p.z)()],void 0,j.t,this.ee))),this.importAggregator())}}var P=i(3081);class C extends h{static featureName=P.t9;constructor(e,t){let r=!(arguments.length>2&&void 0!==arguments[2])||arguments[2];super(e,t,P.t9,r),this.importAggregator()}}var R,I=i(2210),k=i(1214),H=i(2177),L={};try{R=localStorage.getItem("__nr_flags").split(","),console&&"function"==typeof console.log&&(L.console=!0,-1!==R.indexOf("dev")&&(L.dev=!0),-1!==R.indexOf("nr_dev")&&(L.nrDev=!0))}catch(e){}function z(e){try{L.console&&z(e)}catch(e){}}L.nrDev&&H.ee.on("internal-error",(function(e){z(e.stack)})),L.dev&&H.ee.on("fn-err",(function(e,t,r){z(r.stack)})),L.dev&&(z("NR AGENT IN DEVELOPMENT MODE"),z("flags: "+(0,b.D)(L,(function(e,t){return e})).join(", ")));var M=i(6660);class B extends h{static featureName=M.t;constructor(r,n){let i=!(arguments.length>2&&void 0!==arguments[2])||arguments[2];super(r,n,M.t,i),this.skipNext=0;try{this.removeOnAbort=new AbortController}catch(e){}const o=this;o.ee.on("fn-start",(function(e,t,r){o.abortHandler&&(o.skipNext+=1)})),o.ee.on("fn-err",(function(t,r,n){o.abortHandler&&!n[M.A]&&((0,I.X)(n,M.A,(function(){return!0})),this.thrown=!0,(0,s.p)("err",[n,(0,p.z)()],void 0,e.D.jserrors,o.ee))})),o.ee.on("fn-end",(function(){o.abortHandler&&!this.thrown&&o.skipNext>0&&(o.skipNext-=1)})),o.ee.on("internal-error",(function(t){(0,s.p)("ierr",[t,(0,p.z)(),!0],void 0,e.D.jserrors,o.ee)})),this.origOnerror=c._A.onerror,c._A.onerror=this.onerrorHandler.bind(this),c._A.addEventListener("unhandledrejection",(t=>{const r=function(e){let t="Unhandled Promise Rejection: ";if(e instanceof Error)try{return e.message=t+e.message,e}catch(t){return e}if(void 0===e)return new Error(t);try{return new Error(t+(0,D.P)(e))}catch(e){return new Error(t)}}(t.reason);(0,s.p)("err",[r,(0,p.z)(),!1,{unhandledPromiseRejection:1}],void 0,e.D.jserrors,this.ee)}),(0,O.m$)(!1,this.removeOnAbort?.signal)),(0,k.gy)(this.ee),(0,k.BV)(this.ee),(0,k.em)(this.ee),(0,t.OP)(r).xhrWrappable&&(0,k.Kf)(this.ee),this.abortHandler=this.#e,this.importAggregator()}#e(){this.removeOnAbort?.abort(),this.abortHandler=void 0}onerrorHandler(t,r,n,i,o){"function"==typeof this.origOnerror&&this.origOnerror(...arguments);try{this.skipNext?this.skipNext-=1:(0,s.p)("err",[o||new F(t,r,n),(0,p.z)()],void 0,e.D.jserrors,this.ee)}catch(t){try{(0,s.p)("ierr",[t,(0,p.z)(),!0],void 0,e.D.jserrors,this.ee)}catch(e){}}return!1}}function F(e,t,r){this.message=e||"Uncaught error with no additional information",this.sourceURL=t,this.line=r}let U=1;const q="nr@id";function G(e){const t=typeof e;return!e||"object"!==t&&"function"!==t?-1:e===c._A?0:(0,I.X)(e,q,(function(){return U++}))}function V(e){if("string"==typeof e&&e.length)return e.length;if("object"==typeof e){if("undefined"!=typeof ArrayBuffer&&e instanceof ArrayBuffer&&e.byteLength)return e.byteLength;if("undefined"!=typeof Blob&&e instanceof Blob&&e.size)return e.size;if(!("undefined"!=typeof FormData&&e instanceof FormData))try{return(0,D.P)(e).length}catch(e){return}}}var X=i(7243);class W{constructor(e){this.agentIdentifier=e,this.generateTracePayload=this.generateTracePayload.bind(this),this.shouldGenerateTrace=this.shouldGenerateTrace.bind(this)}generateTracePayload(e){if(!this.shouldGenerateTrace(e))return null;var r=(0,t.DL)(this.agentIdentifier);if(!r)return null;var n=(r.accountID||"").toString()||null,i=(r.agentID||"").toString()||null,o=(r.trustKey||"").toString()||null;if(!n||!i)return null;var a=(0,_.M)(),s=(0,_.Ht)(),c=Date.now(),u={spanId:a,traceId:s,timestamp:c};return(e.sameOrigin||this.isAllowedOrigin(e)&&this.useTraceContextHeadersForCors())&&(u.traceContextParentHeader=this.generateTraceContextParentHeader(a,s),u.traceContextStateHeader=this.generateTraceContextStateHeader(a,c,n,i,o)),(e.sameOrigin&&!this.excludeNewrelicHeader()||!e.sameOrigin&&this.isAllowedOrigin(e)&&this.useNewrelicHeaderForCors())&&(u.newrelicHeader=this.generateTraceHeader(a,s,c,n,i,o)),u}generateTraceContextParentHeader(e,t){return"00-"+t+"-"+e+"-01"}generateTraceContextStateHeader(e,t,r,n,i){return i+"@nr=0-1-"+r+"-"+n+"-"+e+"----"+t}generateTraceHeader(e,t,r,n,i,o){if(!("function"==typeof c._A?.btoa))return null;var a={v:[0,1],d:{ty:"Browser",ac:n,ap:i,id:e,tr:t,ti:r}};return o&&n!==o&&(a.d.tk=o),btoa((0,D.P)(a))}shouldGenerateTrace(e){return this.isDtEnabled()&&this.isAllowedOrigin(e)}isAllowedOrigin(e){var r=!1,n={};if((0,t.Mt)(this.agentIdentifier,"distributed_tracing")&&(n=(0,t.P_)(this.agentIdentifier).distributed_tracing),e.sameOrigin)r=!0;else if(n.allowed_origins instanceof Array)for(var i=0;i 2&&void 0!==arguments[2])||arguments[2];super(r,n,Z.t,i),(0,t.OP)(r).xhrWrappable&&(this.dt=new W(r),this.handler=(e,t,r,n)=>(0,s.p)(e,t,r,n,this.ee),(0,k.u5)(this.ee),(0,k.Kf)(this.ee),function(r,n,i,o){function a(e){var t=this;t.totalCbs=0,t.called=0,t.cbTime=0,t.end=E,t.ended=!1,t.xhrGuids={},t.lastSize=null,t.loadCaptureCalled=!1,t.params=this.params||{},t.metrics=this.metrics||{},e.addEventListener("load",(function(r){_(t,e)}),(0,O.m$)(!1)),c.IF||e.addEventListener("progress",(function(e){t.lastSize=e.loaded}),(0,O.m$)(!1))}function s(e){this.params={method:e[0]},T(this,e[1]),this.metrics={}}function u(e,n){var i=(0,t.DL)(r);i.xpid&&this.sameOrigin&&n.setRequestHeader("X-NewRelic-ID",i.xpid);var a=o.generateTracePayload(this.parsedOrigin);if(a){var s=!1;a.newrelicHeader&&(n.setRequestHeader("newrelic",a.newrelicHeader),s=!0),a.traceContextParentHeader&&(n.setRequestHeader("traceparent",a.traceContextParentHeader),a.traceContextStateHeader&&n.setRequestHeader("tracestate",a.traceContextStateHeader),s=!0),s&&(this.dt=a)}}function d(e,t){var r=this.metrics,i=e[0],o=this;if(r&&i){var a=V(i);a&&(r.txSize=a)}this.startTime=(0,p.z)(),this.listener=function(e){try{"abort"!==e.type||o.loadCaptureCalled||(o.params.aborted=!0),("load"!==e.type||o.called===o.totalCbs&&(o.onloadCalled||"function"!=typeof t.onload)&&"function"==typeof o.end)&&o.end(t)}catch(e){try{n.emit("internal-error",[e])}catch(e){}}};for(var s=0;s 1?e[1]=i:e.push(i)}else e[0]&&e[0].headers&&s(e[0].headers,n)&&(this.dt=n);function s(e,t){var r=!1;return t.newrelicHeader&&(e.set("newrelic",t.newrelicHeader),r=!0),t.traceContextParentHeader&&(e.set("traceparent",t.traceContextParentHeader),t.traceContextStateHeader&&e.set("tracestate",t.traceContextStateHeader),r=!0),r}}function x(e,t){this.params={},this.metrics={},this.startTime=(0,p.z)(),this.dt=t,e.length>=1&&(this.target=e[0]),e.length>=2&&(this.opts=e[1]);var r,n=this.opts||{},i=this.target;"string"==typeof i?r=i:"object"==typeof i&&i instanceof Y?r=i.url:c._A?.URL&&"object"==typeof i&&i instanceof URL&&(r=i.href),T(this,r);var o=(""+(i&&i instanceof Y&&i.method||n.method||"GET")).toUpperCase();this.params.method=o,this.txSize=V(n.body)||0}function A(t,r){var n;this.endTime=(0,p.z)(),this.params||(this.params={}),this.params.status=r?r.status:0,"string"==typeof this.rxSize&&this.rxSize.length>0&&(n=+this.rxSize);var o={txSize:this.txSize,rxSize:n,duration:(0,p.z)()-this.startTime};i("xhr",[this.params,o,this.startTime,this.endTime,"fetch"],this,e.D.ajax)}function E(t){var r=this.params,n=this.metrics;if(!this.ended){this.ended=!0;for(var o=0;o 2&&void 0!==arguments[2])||arguments[2];super(e,t,we.t,r),this.importAggregator()}}new class{constructor(e){let t=arguments.length>1&&void 0!==arguments[1]?arguments[1]:(0,_.ky)(16);c._A?(this.agentIdentifier=t,this.sharedAggregator=new y({agentIdentifier:this.agentIdentifier}),this.features={},this.desiredFeatures=new Set(e.features||[]),this.desiredFeatures.add(m),Object.assign(this,(0,a.j)(this.agentIdentifier,e,e.loaderType||"agent")),this.start()):(0,l.Z)("Failed to initial the agent. Could not determine the runtime environment.")}get config(){return{info:(0,t.C5)(this.agentIdentifier),init:(0,t.P_)(this.agentIdentifier),loader_config:(0,t.DL)(this.agentIdentifier),runtime:(0,t.OP)(this.agentIdentifier)}}start(){const t="features";try{const r=n(this.agentIdentifier),i=[...this.desiredFeatures];i.sort(((t,r)=>e.p[t.featureName]-e.p[r.featureName])),i.forEach((t=>{if(r[t.featureName]||t.featureName===e.D.pageViewEvent){const n=function(t){switch(t){case e.D.ajax:return[e.D.jserrors];case e.D.sessionTrace:return[e.D.ajax,e.D.pageViewEvent];case e.D.sessionReplay:return[e.D.sessionTrace];case e.D.pageViewTiming:return[e.D.pageViewEvent];default:return[]}}(t.featureName);n.every((e=>r[e]))||(0,l.Z)("".concat(t.featureName," is enabled but one or more dependent features has been disabled (").concat((0,D.P)(n),"). This may cause unintended consequences or missing data...")),this.features[t.featureName]=new t(this.agentIdentifier,this.sharedAggregator)}})),(0,T.Qy)(this.agentIdentifier,this.features,t)}catch(e){(0,l.Z)("Failed to initialize all enabled instrument classes (agent aborted) -",e);for(const e in this.features)this.features[e].abortHandler?.();const r=(0,T.fP)();return delete r.initializedAgents[this.agentIdentifier]?.api,delete r.initializedAgents[this.agentIdentifier]?.[t],delete this.sharedAggregator,r.ee?.abort(),delete r.ee?.get(this.agentIdentifier),!1}}}({features:[J,m,S,class extends h{static featureName=oe;constructor(t,r){if(super(t,r,oe,!(arguments.length>2&&void 0!==arguments[2])||arguments[2]),!c.il)return;const n=this.ee;let i;(0,k.QU)(n),this.eventsEE=(0,k.em)(n),this.eventsEE.on(se,(function(e,t){this.bstStart=(0,p.z)()})),this.eventsEE.on(ae,(function(t,r){(0,s.p)("bst",[t[0],r,this.bstStart,(0,p.z)()],void 0,e.D.sessionTrace,n)})),n.on(ce+ne,(function(e){this.time=(0,p.z)(),this.startPath=location.pathname+location.hash})),n.on(ce+ie,(function(t){(0,s.p)("bstHist",[location.pathname+location.hash,this.startPath,this.time],void 0,e.D.sessionTrace,n)}));try{i=new PerformanceObserver((t=>{const r=t.getEntries();(0,s.p)(te,[r],void 0,e.D.sessionTrace,n)})),i.observe({type:re,buffered:!0})}catch(e){}this.importAggregator({resourceObserver:i})}},C,xe,B,class extends h{static featureName=de;constructor(e,r){if(super(e,r,de,!(arguments.length>2&&void 0!==arguments[2])||arguments[2]),!c.il)return;if(!(0,t.OP)(e).xhrWrappable)return;try{this.removeOnAbort=new AbortController}catch(e){}let n,i=0;const o=this.ee.get("tracer"),a=(0,k._L)(this.ee),s=(0,k.Lg)(this.ee),u=(0,k.BV)(this.ee),d=(0,k.Kf)(this.ee),f=this.ee.get("events"),l=(0,k.u5)(this.ee),h=(0,k.QU)(this.ee),g=(0,k.Gm)(this.ee);function m(e,t){h.emit("newURL",[""+window.location,t])}function v(){i++,n=window.location.hash,this[ve]=(0,p.z)()}function b(){i--,window.location.hash!==n&&m(0,!0);var e=(0,p.z)();this[pe]=~~this[pe]+e-this[ve],this[ye]=e}function y(e,t){e.on(t,(function(){this[t]=(0,p.z)()}))}this.ee.on(ve,v),s.on(be,v),a.on(be,v),this.ee.on(ye,b),s.on(ge,b),a.on(ge,b),this.ee.buffer([ve,ye,"xhr-resolved"],this.featureName),f.buffer([ve],this.featureName),u.buffer(["setTimeout"+le,"clearTimeout"+fe,ve],this.featureName),d.buffer([ve,"new-xhr","send-xhr"+fe],this.featureName),l.buffer([me+fe,me+"-done",me+he+fe,me+he+le],this.featureName),h.buffer(["newURL"],this.featureName),g.buffer([ve],this.featureName),s.buffer(["propagate",be,ge,"executor-err","resolve"+fe],this.featureName),o.buffer([ve,"no-"+ve],this.featureName),a.buffer(["new-jsonp","cb-start","jsonp-error","jsonp-end"],this.featureName),y(l,me+fe),y(l,me+"-done"),y(a,"new-jsonp"),y(a,"jsonp-end"),y(a,"cb-start"),h.on("pushState-end",m),h.on("replaceState-end",m),window.addEventListener("hashchange",m,(0,O.m$)(!0,this.removeOnAbort?.signal)),window.addEventListener("load",m,(0,O.m$)(!0,this.removeOnAbort?.signal)),window.addEventListener("popstate",(function(){m(0,i>1)}),(0,O.m$)(!0,this.removeOnAbort?.signal)),this.abortHandler=this.#e,this.importAggregator()}#e(){this.removeOnAbort?.abort(),this.abortHandler=void 0}}],loaderType:"spa"})})(),window.NRBA=o})(); window.jQuery || document.write(' ') CKEDITOR_BASEPATH='https://f1000research.com/js/vendor/ckeditor/' window.reactTheme = 'research'; window.MathJax = { CommonHTML: { linebreaks: { automatic: true } }, 'HTML-CSS': { linebreaks: { automatic: true } }, SVG: { linebreaks: { automatic: true } }, AuthorInit: function() { MathJax.Hub.Register.MessageHook('End Process', function () { let timeout = false; // holder for timeout id const delay = 250; // delay after event is "complete" to run callback const reflowMath = function() { const dispFormulas = document.querySelectorAll('.disp-formula.panel'); if (!dispFormulas) { return; } for (const dispFormula of dispFormulas) { const child = dispFormula.querySelector('.MathJax_Preview').nextSibling.firstChild; const isMultiline = MathJax.Hub.getAllJax(dispFormula)[0].root.isMultiline; if (dispFormula.offsetWidth < child.offsetWidth || isMultiline) { MathJax.Hub.Queue(['Rerender', MathJax.Hub, dispFormula]); } } }; window.addEventListener('resize', function() { clearTimeout(timeout); // clear the timeout timeout = setTimeout(reflowMath, delay); // start timing for event "completion" }); }); }, }; if (window.location.hash == '#_=_'){ window.location = window.location.href.split('#')[0] } !function(f,b,e,v,n,t,s){if(f.fbq)return;n=f.fbq=function() {n.callMethod? n.callMethod.apply(n,arguments):n.queue.push(arguments)} ;if(!f._fbq)f._fbq=n; n.push=n;n.loaded=!0;n.version='2.0';n.queue=[];t=b.createElement(e);t.async=!0; t.src=v;s=b.getElementsByTagName(e)[0];s.parentNode.insertBefore(t,s)}(window, document,'script','https://connect.facebook.net/en_US/fbevents.js'); fbq('init', '1641728616063202'); fbq('track', "PixelInitialized", {}); (function(h,o,t,j,a,r){ h.hj=h.hj||function(){(h.hj.q=h.hj.q||[]).push(arguments)}; h._hjSettings={hjid:2318163,hjsv:6}; a=o.getElementsByTagName('head')[0]; r=o.createElement('script');r.async=1; r.src=t+h._hjSettings.hjid+j+h._hjSettings.hjsv; a.appendChild(r); })(window,document,'https://static.hotjar.com/c/hotjar-','.js?sv='); search file_upload Submit your research search menu close search Browse Gateways & Collections How to Publish Submit your Research My Submissions Article Guidelines Article Guidelines (New Versions) Open Data, Software and Code Guidelines Open Data and Accessible Source Materials Guidelines (HSS) Open Data, Software and Code Guidelines (PSE) Prepublication Checks Production Process Posters and Slides Guidelines Document Guidelines Article Processing Charges Peer Review Finding Article Reviewers About How it Works For Reviewers Our Advisors Policies Glossary FAQs For Developers Newsroom Contact My Research Submissions Content and Tracking Alerts My Details Sign In file_upload Submit your research { "@context": "https://schema.org", "@type": "ScholarlyArticle", "mainEntityOfPage": { "@type": "WebPage", "@id": "https://f1000research.com/articles/14-1416" }, "headline": "Exploring peer tutoring experiences in improving nursing students’ academic success and performance: A...", "datePublished": "2025-12-19T04:28:25", "dateModified": "2026-02-17T07:46:35", "author": [ { "@type": "Person", "name": "Jacqueline Maria Dias" }, { "@type": "Person", "name": "Fatema Salim Bati Salim Al Kaabi" }, { "@type": "Person", "name": "Sara Tamim Al Hooti" }, { "@type": "Person", "name": "Nada Osamah Hammadi" }, { "@type": "Person", "name": "Rana Karim" }, { "@type": "Person", "name": "Nabeel AlYateem" }, { "@type": "Person", "name": "Fatma Reefat Ahmed" }, { "@type": "Person", "name": "Mini Sara Abraham" }, { "@type": "Person", "name": "Vidya Seshan" }, { "@type": "Person", "name": "Muhammad Arsyad Subu" }, { "@type": "Person", "name": "Ambrose Richard Dias" }, { "@type": "Person", "name": "Richard Mottershead" } ], "publisher": { "@type": "Organization", "name": "F1000Research", "logo": { "@type": "ImageObject", "url": "https://f1000research.com/img/AMP/F1000Research_image.png", "height": 480, "width": 60 } }, "image": { "@type": "ImageObject", "url": "https://f1000research.com/img/AMP/F1000Research_image.png", "height": 1200, "width": 150 }, "description": " Background Peer tutoring, a pedagogical approach in which students assist one another in the learning process, has demonstrated strong educational and psychosocial benefits in health professions education. It enhances cognitive development, communication, self-efficacy, and social connectedness. Within nursing education, peer tutoring encourages reflective learning and professional growth. However, limited research has explored its impact within culturally and linguistically diverse student populations in the United Arab Emirates (UAE). Aims This study explored the experiences of nursing student tutors and tutees at the University of Sharjah, evaluating their impact on academic development, emotional resilience, interpersonal connections, and the overall learning experience within a culturally and linguistically diverse population. Methods This qualitative study used semi-structured interviews with a purposive sampling of 20 undergraduate nursing students (6tutors and12 tutees) at the University of Sharjah. Data were analyzed inductively through thematic content analysis following the COREQ guidelines. Results Three main themes emerged: (1) Tutors’ perspectives and experiences, (2) Tutees’ perspectives and experiences, and (3) Barriers to peer tutoring. Peer tutoring was found to enhance academic comprehension, communication, and confidence, while also fostering collaboration and empathy. Challenges included language barriers, inconsistent commitment, and limited time for relationship building Conclusions Peer tutoring represents an effective, student-centered learning strategy that supports academic success, promotes psychological safety, and nurtures professional competencies among nursing students. Findings underscore the need for structured, institutionally supported peer tutoring programs that address linguistic diversity, ensure tutor preparation, and integrate emotional and cultural sensitivity into nursing curricula. " } { "@context": "http://schema.org", "@type": "BreadcrumbList", "itemListElement": [ { "@type": "ListItem", "position": "1", "item": { "@id": "https://f1000research.com/", "name": "Home" } }, { "@type": "ListItem", "position": "2", "item": { "@id": "https://f1000research.com/browse/articles", "name": "Browse" } }, { "@type": "ListItem", "position": "3", "item": { "@id": "https://f1000research.com/articles/14-1416/v1", "name": "Exploring peer tutoring experiences in improving nursing students’..." } } ] } Home Browse Exploring peer tutoring experiences in improving nursing students’... ALL Metrics - Views Downloads Get PDF Get XML Cite How to cite this article Dias JM, Al Kaabi FSBS, Al Hooti ST et al. Exploring peer tutoring experiences in improving nursing students’ academic success and performance: A qualitative study among Emirati undergraduate nursing students [version 1; peer review: 2 approved, 1 approved with reservations] . F1000Research 2025, 14 :1416 ( https://doi.org/10.12688/f1000research.172023.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. Close Copy Citation Details Export Export Citation Sciwheel EndNote Ref. Manager Bibtex ProCite Sente EXPORT Select a format first Track Share ▬ ✚ Research Article Exploring peer tutoring experiences in improving nursing students’ academic success and performance: A qualitative study among Emirati undergraduate nursing students [version 1; peer review: 2 approved, 1 approved with reservations] Jacqueline Maria Dias https://orcid.org/0000-0001-8873-505X 1 , Fatema Salim Bati Salim Al Kaabi https://orcid.org/0009-0000-6722-2685 1 , Sara Tamim Al Hooti 1 , [...] Nada Osamah Hammadi 1 , Rana Karim 1 , Nabeel AlYateem https://orcid.org/0000-0001-5355-8639 1 , Fatma Reefat Ahmed 1 , Mini Sara Abraham 1 , Vidya Seshan https://orcid.org/0000-0003-4733-5302 1 , Muhammad Arsyad Subu https://orcid.org/0000-0001-5196-238X 1 , Ambrose Richard Dias https://orcid.org/0009-0001-6671-3797 2 , Richard Mottershead 3,4 Jacqueline Maria Dias https://orcid.org/0000-0001-8873-505X 1 , Fatema Salim Bati Salim Al Kaabi https://orcid.org/0009-0000-6722-2685 1 , [...] Sara Tamim Al Hooti 1 , Nada Osamah Hammadi 1 , Rana Karim 1 , Nabeel AlYateem https://orcid.org/0000-0001-5355-8639 1 , Fatma Reefat Ahmed 1 , Mini Sara Abraham 1 , Vidya Seshan https://orcid.org/0000-0003-4733-5302 1 , Muhammad Arsyad Subu https://orcid.org/0000-0001-5196-238X 1 , Ambrose Richard Dias https://orcid.org/0009-0001-6671-3797 2 , Richard Mottershead 3,4 PUBLISHED 19 Dec 2025 Author details Author details 1 Department of Nursing, College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates 2 University of Wollongong in Dubai, Dubai, United Arab Emirates 3 Behavioural Science Institute, SEHA, Sakina, Al Ain, United Arab Emirates 4 College of Nursing, University of Baghdad, Baghdad, Iraq Jacqueline Maria Dias Roles: Conceptualization, Data Curation, Investigation, Methodology, Project Administration, Writing – Original Draft Preparation, Writing – Review & Editing Fatema Salim Bati Salim Al Kaabi Roles: Data Curation, Formal Analysis, Investigation, Writing – Original Draft Preparation Sara Tamim Al Hooti Roles: Data Curation, Investigation, Writing – Original Draft Preparation Nada Osamah Hammadi Roles: Formal Analysis, Project Administration, Writing – Original Draft Preparation Rana Karim Roles: Investigation, Project Administration, Writing – Original Draft Preparation Nabeel AlYateem Roles: Data Curation, Formal Analysis, Investigation, Methodology, Validation, Writing – Original Draft Preparation, Writing – Review & Editing Fatma Reefat Ahmed Roles: Data Curation, Formal Analysis, Methodology, Validation, Writing – Original Draft Preparation, Writing – Review & Editing Mini Sara Abraham Roles: Data Curation, Formal Analysis, Investigation, Software, Writing – Original Draft Preparation, Writing – Review & Editing Vidya Seshan Roles: Data Curation, Formal Analysis, Methodology, Validation, Writing – Original Draft Preparation, Writing – Review & Editing Muhammad Arsyad Subu Roles: Data Curation, Investigation, Methodology, Resources, Writing – Original Draft Preparation, Writing – Review & Editing Ambrose Richard Dias Roles: Data Curation, Investigation, Software, Writing – Original Draft Preparation Richard Mottershead Roles: Formal Analysis, Methodology, Software, Supervision, Writing – Original Draft Preparation, Writing – Review & Editing OPEN PEER REVIEW DETAILS REVIEWER STATUS Abstract Background Peer tutoring, a pedagogical approach in which students assist one another in the learning process, has demonstrated strong educational and psychosocial benefits in health professions education. It enhances cognitive development, communication, self-efficacy, and social connectedness. Within nursing education, peer tutoring encourages reflective learning and professional growth. However, limited research has explored its impact within culturally and linguistically diverse student populations in the United Arab Emirates (UAE). Aims This study explored the experiences of nursing student tutors and tutees at the University of Sharjah, evaluating their impact on academic development, emotional resilience, interpersonal connections, and the overall learning experience within a culturally and linguistically diverse population. Methods This qualitative study used semi-structured interviews with a purposive sampling of 20 undergraduate nursing students (6tutors and12 tutees) at the University of Sharjah. Data were analyzed inductively through thematic content analysis following the COREQ guidelines. Results Three main themes emerged: (1) Tutors’ perspectives and experiences, (2) Tutees’ perspectives and experiences, and (3) Barriers to peer tutoring. Peer tutoring was found to enhance academic comprehension, communication, and confidence, while also fostering collaboration and empathy. Challenges included language barriers, inconsistent commitment, and limited time for relationship building Conclusions Peer tutoring represents an effective, student-centered learning strategy that supports academic success, promotes psychological safety, and nurtures professional competencies among nursing students. Findings underscore the need for structured, institutionally supported peer tutoring programs that address linguistic diversity, ensure tutor preparation, and integrate emotional and cultural sensitivity into nursing curricula. READ ALL READ LESS Keywords Peer tutoring, nursing student, undergraduate, nursing education, academic success, performance, qualitative, emotional resilience, United Arab Emirates, social learning theory Corresponding Author(s) Richard Mottershead ( [email protected] ) Close Corresponding author: Richard Mottershead Competing interests: No competing interests were disclosed. Grant information: The author(s) declared that no grants were involved in supporting this work. Copyright: © 2025 Dias JM et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. How to cite: Dias JM, Al Kaabi FSBS, Al Hooti ST et al. Exploring peer tutoring experiences in improving nursing students’ academic success and performance: A qualitative study among Emirati undergraduate nursing students [version 1; peer review: 2 approved, 1 approved with reservations] . F1000Research 2025, 14 :1416 ( https://doi.org/10.12688/f1000research.172023.1 ) First published: 19 Dec 2025, 14 :1416 ( https://doi.org/10.12688/f1000research.172023.1 ) Latest published: 17 Feb 2026, 14 :1416 ( https://doi.org/10.12688/f1000research.172023.2 )  There is a newer version of this article available. Suppress this message for one day. Introduction Nursing education aims to equip students with the knowledge, skills, and professional attitudes necessary to deliver safe, competent, and compassionate patient care. Nursing is not just about knowledge, but also about effective communication, critical thinking, and problem-solving. Nursing students often find it challenging to enter a professional field like nursing due to its complex curriculum and high academic standards, especially during their first year ( Choi et al., 2021 ). According to Cupelli & Colalillo (2025) , peer-led activities significantly enhance nursing students’ ability to evaluate clinical scenarios, provide constructive feedback, and develop essential teamwork skills. A safe, structured, and supportive peer learning environment helps students perceive feedback as a tool for growth, rather than criticism, thereby enhancing their learning experience ( Mu’alifah, Pribadi & Elliya, 2023 ). Peer tutoring teaches students to value each other’s efforts, learn from shared challenges, and celebrate growth together ( Astuti, Sapriya, & Jupri, 2024 ). Peer tutoring has become an integral part of nursing education, aiming to improve students’ critical thinking, knowledge retention, and confidence ( Al Yahyaei et al., 2024 ; Cupelli & Colalillo, 2025 ; Herinek, Woodward-Kron, & Ewers, 2024 ; Kang, Lee, & Joung, 2021 ). It is also referred to by various terms, including peer teaching, peer instruction, and peer mentoring, which enable students to support one another’s understanding, ideas, and skills ( Choi et al., 2021 ). Peer tutoring, based on social learning theory, is a teaching method that aims to improve knowledge and understanding through student interactions ( Palsson et al., 2017 ; Taffurelli et al., 2025 ). Peer tutoring involves a structured role rotation between tutors and students, where individuals from the same or different academic years take part ( Gazula et al., 2017 ). The benefits of students acting as peer tutors are well known, including improvements in metacognition, increased student responsibility, and the development of professional skills ( Burgess et al., 2016 ). It is designed to deepen and broaden students’ understanding of a subject through interactive small-group activities ( Curtis et al., 2016 ; Iwata & Furmedge, 2016 ). Peer tutoring programs are personalized learning methods that apply the principles of student cooperation, shifting away from lecture-centered, lecture-style teaching ( Kim et al., 2012 ). This educational approach specifically encourages mutual cooperation by engaging students in various interactive learning activities with their peers. This method helps improve academic achievement and supports student adjustment ( Colver & Fry, 2015 ). Consequently, these activities can effectively promote academic progress and assist nursing students in completing their studies ( Guerra-Martín et al., 2017 ). Previous research has demonstrated that peer tutoring yields several positive outcomes, including enhanced academic performance through improved learning skills, intellectual growth, supportive relationships, and personal development ( Li et al., 2018 ). In nursing education, peer tutoring sessions can prepare students for real-world challenges and demonstrate that peer tutoring is not only beneficial to tutors but also helps tutors learn how to give constructive feedback and accept criticism. This practice promotes critical thinking and respect for the ideas of others—an important trait for nurses. For many nursing students, learning can feel overwhelming. Peer tutoring provides them with a supportive and interactive way of learning ( Wierzbinski-Cross, 2017 ). Kim et al. (2021) proposed that peer tutoring provides nursing students with an opportunity to ask questions, resolve conflicting information, and enhance their confidence in their knowledge and skills. Peer tutoring is a simple yet powerful way for students to support one another’s growth, learning, and skill development, ultimately increasing their readiness. In nursing, where teamwork and responsibility are essential, peer tutoring is an effective method for implementing these values while enhancing academic performance ( Kang et al., 2021 ). It involves students reviewing and providing feedback on each other’s work. Traditional teaching methods, although essential, may not fully meet the diverse learning needs of all students, prompting calls for innovative, evidence-based educational strategies ( Al Yahyaei et al., 2024 ; Ephraim, 2020 ; Hampe et al., 2024 ). However, some challenges still exist. Many students report that peer tutoring fosters a sense of belonging and decreases feelings of isolation ( Kim et al., 2021 ), while others have expressed discomfort with peer evaluation, raising concerns about potential shaming or judgment ( Kang et al., 2021 ). This highlights the need for a safe, well-structured, and supportive environment that fosters peer learning, where feedback is viewed as an opportunity for growth rather than criticism ( Muthalib et al., 2023 ) and Mottershead & Alonaizi (2022) . Moreover, peer tutoring helps develop professional values such as empathy, respect for diverse perspectives, and collaborative problem-solving skills, which are vital in nursing practice ( Cupelli & Colalillo, 2025 ; Koo, An, & Lee, 2024 ). While peer tutoring offers benefits for both general and nursing students, potential challenges should be recognized ( Palsson et al., 2017 ). To maximize effectiveness, creating a well-defined organizational structure for sessions is vital. This framework should promote a sense of purpose and confidence in students, while also boosting their knowledge and self-efficacy. Psychological empowerment plays a crucial role in this context, as it enables students to feel purposeful, capable, and influential throughout their educational journey ( Bradbury-Jones, Irvine & Sambrook, 2010 ). Study purpose 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. Methods Design 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 ). Setting and participants 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. Research instrument 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. Questions for the tutors 1. Describe your experience of peer tutoring. 2. Were you able to clarify the students’ needs and concerns? 3. What strategies did you use to help the students? 4. How beneficial was this experience for you? 5. Would you repeat this experience and why? 6. Do you feel that the students accepted your feedback, and why? 7. How did tutoring impact your patience level as well as your ability to work with different learning styles? 8. Did you build any connections with the students you taught? 9. Did you share your experience with them? 10. Do you think it will be better to get paid for your service? Questions for the tutees 1. Describe your experience of receiving peer tutoring. 2. Were you nervous receiving peer tutoring? 3. Did you benefit from it academically and socially? 4. How many hours do you spend in lectures on top of that? 5. How many hours do you spend in university studying? 6. Do you prefer studying individually or with a group? 7. When were you aware that you needed peer tutoring, and would you continue with it? 8. Did you benefit from the experience, and in what way? 9. Did you respect the time the peer tutor gave you? 10. Would you consider becoming a peer tutor yourself? 11. Would you review and provide feedback on your own work as well as the work of other students? Data collection 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. Data analysis 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. Ethical consideration 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. Results Qualitative content analysis of the interviews uncovered both advantages and disadvantages of the peer tutoring process. Students highlighted the benefits of promoting deep learning, cooperation, and personal growth, while also noting some challenges encountered during peer-tutoring activities. The majority of tutor participants were between 21 and 23 years old, and tutees were between 18 and 20 years old. All interviewees stated that they felt comfortable providing feedback to the tutees. Most notably, all participants expressed a willingness to tutor again next semester, and the majority agreed to be interviewed again in the future. Qualitative content analysis identified three main themes: (1) Tutors’ perspectives and experiences, (2) Tutees’ perspectives and experiences, (3) Peer tutoring barriers. Each main theme has subthemes. Tutors reported five themes, and tutees identified three themes. Peer tutoring barriers have four subthemes. All themes were found to be closely related and appeared to have a direct influence on peer relations. Peer tutoring provides valuable opportunities for developing skills essential for future professional practice, enhancing self-efficacy, promoting psychological safety, and fostering collaboration among nursing students. Theme 1: Tutors’ perspectives and experiences 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: Actually, my experience with the program was really enjoyable … I really enjoy teaching. I have always enjoyed explaining things to others since high school … Honestly, I aspire to continue my studies after graduation, pursuing a master’s and PhD, and then become a university professor, as I truly love teaching. (Tutor 1) 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: It was a good experience… I enjoy helping others understand things better and sharing my knowledge… Yes, I would definitely do it again because I enjoyed helping someone and sharing tips… It also helped me grow and improve my skills. (Tutor 2) 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: It was an amazing experience… It’s something that I like. I enjoy the teaching from my school days, and I continue to appreciate it now in university, particularly in a major that I like, with subjects that I enjoy. So, I like to share the knowledge I have. (Tutor 3) 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: Definitely yeah… As I said, I used to enjoy it and it felt great to see my classmates become more confident… it made studying less stressful because we were all in it together. (Tutor 4) 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. …I believed I comprehended the material; nevertheless, when the tutee or tutor posed additional inquiries, I recognized my lack of understanding. This enabled me to recognize my own deficiencies. We collaboratively sought information from diverse sources, and we both acquired knowledge from it. (Tutor 6) Subtheme: Communication skills For some tutors, the enjoyment was also personal and emotional, especially when tutoring close friends or classmates they cared about: … Yeah, I enjoy… I’ll keep doing it because I love it… It provides me with opportunities for interpersonal relationships. Ever since I was a kid, I’ve loved learning. I enjoy helping others understand things better and sharing my knowledge. (Tutor 2) 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. …. I developed a range of communication skills. In the past, I would avoid difficult patients, but through peer-tutoring, I learned to confront challenges and focus on effective communication with tutees. Now, when I encounter uncooperative patients, I try to engage with them… (Tutors 4) Students also indicated that they had developed greater openness, understanding, and supportiveness in their didactic relationships. Yes, it is. I’ve learned that practicing patience is important, especially when teaching health lessons to our clients. Additionally, I’ve realized the value of being a good listener and should pay attention when others want to express themselves. (Tutor 2) 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. … My tutee and I talked about why we follow certain methods. I used to follow the teacher’s or literature’s instructions exactly, but now I wonder if that’s needed. After being asked about this… I began to critically assess my actions and consider other options. (Tutor 4) 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: Of course, we became more like friends rather than just a tutor-student relationship… you know, she was open to my advice, asked questions, and seemed grateful for the help. (Tutor 2) 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: Some of them, for example, she can sometimes ask for advice on other subjects in different majors. She asked me about clinicals —how many hours, and how do you manage? I explained it to her. At first, you may struggle, but you can adapt. Yes, and because we will have future classes. I told her I would start consolidation, and I’ll keep her updated. (Tutor 5) 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: Of the students that I taught, some were my friends, so I had a relationship with them already… but others, no, because the session was online and during exam period. (Tutor 3) Theme 2: Tutee’s perspectives and experiences 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: Some calculations in biostatistics were confusing and overlapped, but the peer tutor was able to simplify the differences, and I understood them clearly. (Tutee 9) Similarly, another student highlighted the academic improvements: Yeah, I did benefit from the experience as I got in my midterm 25/30, which was good for me, and I learned how to change my studying style from only reading to watching videos and understanding, not just memorizing. (Tutee 2) Another tutee emphasized the lasting academic effect, stating: …Yeah, as I mentioned earlier, my GPA got higher and I’m a transfer student, so it really helped me … (Tutee 4) 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. …Being honest, I was nervous about the stigma of how a smart student was receiving peer tutoring. (Tutee 1) Other participants shared that the nervousness stemmed from unfamiliarity with their peer tutors, as described by one tutee: At first, yes, because I didn’t know the student well. But as the session went on, I got used to it. Yeah… but I think it was because it was my first time. (Tutee 10) 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: Yes, I was a little nervous at the beginning because I didn’t know what to expect, and I was worried that I might not keep up. However, after the first session, I felt much more comfortable… Yes, at the beginning I was, but then after that… I was too confident with it. (Tutee 6) 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. … When I saw that my other colleagues were benefiting from her tutoring, and before my midterms, I was struggling in the course, I understood I needed help. When I realized that I needed help with my courses, my friend told me about it. I knew immediately that I needed it when I received it … (Tutee 4) 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. … When I found myself lost and struggling to understand the lessons, that’s when I needed the tutoring… I was overwhelmed; I realized that I had trouble studying, and my grades were dropping significantly … When I didn’t understand some of the courses, as I took microbiology with H [a tutor], she helped me a lot. (Tutee 2) Theme 3: Challenges in peer tutoring 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. Through this experience, I also realized that most of the students struggle more with understanding the language of the subject rather than the subject itself. Honestly, patience is a quality that anyone who loves teaching or wants to be an educator must have, because we have multiple students with different levels of understanding and different learning styles. (Tutor 1) 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. … There wasn’t enough time to build a relationship… the session was online and during the exam period. (Tutor 3) 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. … Sometimes I feel that the student is shy about saying they didn’t understand the English. I try to simplify, but it’s hard when they don’t speak up. (Tutor 2) 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. During several meetings, the tutee/tutor failed to adequately prepare, necessitating a review of notes and explanations like to those provided by the instructor in class. This was distressing for me. (Tutor 3) Some tutors also faced frustration with students’ study habits, particularly when learners relied solely on passive techniques such as reading slides without deeper engagement. The student I taught was only reading through the slides … which in my opinion is useless… especially with anatomy…She was a little bit doubting… if you just read through the slides… You won’t recall much for the midterm. (Tutor 5) 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. On some occasions, she was behind schedule, necessitating a 45-minute wait on my part. I was unable to locate her. It was challenging and distressing. I questioned whether there was an issue with me. Moreover, as the semester concluded, we were preoccupied with our tasks, complicating the scheduling of an appropriate time. I found the preparation for tutoring to be somewhat arduous. (Tutor 6) Discussion This study aimed to explore nursing students’ experiences and views on peer tutoring in the Bachelor of Science in Nursing (BSN) program at the University of Sharjah. Through qualitative data gathered from semi-structured interviews and open-ended surveys, the study illuminated the multifaceted impact of peer tutoring on students’ academic performance, emotional well-being, social engagement, and professional development. The findings confirm the growing body of literature that recognizes peer tutoring not merely as a supplemental educational tool, but as an essential pedagogical approach that supports holistic student growth in nursing education ( Cupelli & Colalillo, 2025 ; Lockspeiser et al., 2008 ). The Bachelor of Science in Nursing (BSN) program at the University of Sharjah (UOS) is a comprehensive 137-credit-hour curriculum that combines theoretical knowledge with practical clinical experience. As part of ongoing efforts to improve academic readiness, UOS has increasingly adopted peer tutoring as a method to support student learning and academic success ( Subu et al., 2023 ). At the UOS, peer tutoring involves organized sessions where nursing students work together to review each other’s work, provide constructive feedback, and support each other’s academic growth. Research indicates that this approach not only enhances academic performance but also fosters key professional skills, including communication, teamwork, and reflection ( Cupelli & Colalillo, 2025 ; Kang et al., 2021 ; Wierzbinski-Cross, 2017 ). The social dynamic between tutors and tutees also played a key role in shaping the effectiveness of peer tutoring. As students worked together, the majority reported that their relationships evolved beyond formal academic support into genuine friendships or mentorships. This shift fostered a more relaxed and open environment where students felt comfortable asking questions, sharing concerns, and even discussing challenges outside the scope of the nursing curriculum, such as clinical hours, stress management, and balancing responsibilities. Tutors described these relationships as mutually enriching, while tutees reported feeling less isolated and more connected to their academic community. These findings are supported by Koo et al. (2024) , who emphasized the social integration and community-building capabilities of peer tutoring in health education. In addition to cognitive and academic growth, the emotional benefits of peer tutoring were prominently featured in the data. Tutees often entered the program with significant hesitancy, expressing feelings of nervousness, fear of judgment, and stigma associated with seeking academic support. However, these feelings were consistently reported to diminish over time as tutees experienced the supportive, empathetic, and non-threatening nature of peer sessions. This process aligns with the emotional trajectory identified by Kang et al. (2021) , Ephraim (2020) , Mottershead & Ghisoni (2021) and Lockspeiser et al. (2008) , who found that well-structured peer environments foster emotional safety, alleviate academic anxiety, and enhance student confidence. Tutors also described the emotional and motivational rewards they experienced from participating in the program. The majority expressed that helping others brought them a deep sense of purpose and satisfaction. Some noted that the experience rekindled their love of learning or affirmed their passion for teaching. Several tutors indicated that tutoring had influenced their career aspirations, with some expressing interest in pursuing roles as clinical instructors or university professors in the future. These insights align with McAtee et al. (2025) and Benè & Bergus (2014) , who have emphasized that mentorship roles contribute to the formation of leadership identity, reflective practice, and academic ambition in nursing students. Moreover, tutors cited improved patience, empathy, and adaptability—skills that are crucial in both education and clinical practice. In this study, tutees reported that peer tutoring effectively clarified complex concepts, particularly in challenging courses such as microbiology, epidemiology, and biostatistics. The majority of students reported improvements in their grades and study habits, transitioning from passive learning methods, such as reading slides, to more active strategies, including discussion, repetition, and the use of multimedia resources. This self-reported academic improvement is consistent with previous research by Al Yahyaei et al. (2024) , who found that peer tutoring enhances comprehension and leads to improved exam performance among nursing and health sciences students. Wierzbinski-Cross (2017) explains that participating in peer tutoring helps tutors gain confidence and improve professionally, as they learn to think critically and identify strengths and weaknesses in their own work. This has been demonstrated to be a beneficial supplementary pedagogical approach for enhancing learning efficacy ( Kang et al., 2021 ). The majority of students consider this practice beneficial, and the authors argue that peer tutoring can enhance students’ motivation to study ( Thomson, Smith & Annesley, 2014 ). Additionally, this study examines peer tutoring, a partnership system in the learning process, where students assist one another in learning and developing independence through teaching. Peer tutoring not only improves academic skills but also fosters a sense of belonging, reduces students’ feelings of isolation, and promotes collaborative and supportive learning during their studies ( Kim et al., 2021 ). Additionally, study findings indicated that integrating peer tutoring demonstrates a strong commitment to creating a student-focused learning environment that aligns with global best practices in higher education. Peer tutoring emphasizes student learning over teacher instruction. Peer tutoring has been shown to improve the academic performance of nursing students and decrease their failure rates ( Villanueva, 2023 ). Despite the positive experiences, the study identified several areas of barriers or difficulties. Tutors reported challenges in accommodating different learning styles and levels of academic preparedness. Some found it difficult to keep students engaged when they lacked motivation or relied too heavily on the tutor without developing their own study habits. Others faced practical issues such as time constraints, scheduling difficulties during exam periods, and limitations posed by online sessions. These challenges reflect concerns raised by Busby et al. (2021) and Hull (2024) , who argue that for peer tutoring programs to succeed, tutors must be trained not only in academic content but also in pedagogical methods, communication strategies, and boundary setting. Another significant barrier identified was the complexity of academic writing and terminology. Both tutors and tutees noted that the structure, vocabulary, and expectations of academic nursing texts often created confusion. Tutees frequently misunderstood assignment requirements or exam questions due to the phrasing rather than the content. Tutors who had faced similar struggles in the past were uniquely positioned to assist their peers in breaking down and interpreting academic language. This reinforces the conclusion of Kim et al. (2021) , Hampe et al. (2024) , and Sato & Hodge (2009) that peer tutoring can be a critical intervention for language equity in nursing education. Notably, the study also highlighted the transformative potential of peer tutoring in fostering professional development. The majority of participants described how tutoring taught them to be more patient, to adapt to various learning needs, and to view nursing as not only a clinical profession but also one grounded in teaching, advocacy, and mentorship. These competencies are vital in today’s healthcare environments and align with the broader goals of nursing education to produce holistic, adaptable, and collaborative practitioners ( Cupelli & Colalillo, 2025 ). The sense of academic partnership and mutual encouragement promoted through these sessions made students feel less alone in their struggles and more capable of succeeding. These findings support the work of Kim et al. (2021) , who have emphasized that collaborative learning environments reduce the risk of dropout and improve academic persistence. The findings of this study demonstrate that peer tutoring within the BSN program at the University of Sharjah is a multifaceted and effective educational strategy. It not only supports academic success but also nurtures emotional well-being, social integration, and professional readiness. These outcomes underscore the importance of recognizing peer tutoring as a vital component of nursing education. By offering structural support, training, and ongoing evaluation, universities can enhance the quality and sustainability of peer-led initiatives, ultimately contributing to the development of competent, compassionate, and community-oriented nursing professionals. These benefits were particularly evident in contexts where language posed a barrier to learning. Tutors frequently reported that their tutees, the majority of whom came from Arabic-medium educational backgrounds, struggled not with the core concepts themselves, but with the academic English used in lectures, textbooks, and assessments. Tutors described having to explain or translate medical terminology to make content more accessible—a task that not only helped the tutee but also prompted the tutor to examine and internalize the material from multiple perspectives. These findings align with those of Villanueva (2023) , Hampe et al. (2024) , and Sato & Hodge (2009) , who have highlighted the adverse impact of language barriers on academic confidence and outcomes, particularly among ESL nursing students. By acting as linguistic and academic intermediaries, peer tutors helped bridge this gap, fostering more inclusive and accessible learning environments. While peer tutoring provides advantages for both general and nursing students, it is essential to acknowledge possible challenges ( Palsson et al., 2017 ). Some students worry that it may restrict their hands-on clinical experience, lead to conflicts with peers, or result in harmful competition ( Austria, Baraki & Doig, 2013 ; Stenberg & Carlson, 2015 ). To ensure peer tutoring is effective, organizing sessions with a clear structure is crucial. This structure should foster a sense of purpose and competence, enhancing students’ knowledge and self-confidence. Psychological empowerment is crucial in this context, enabling students to feel purposeful, capable, and influential in their educational progress ( Bradbury-Jones et al., 2010 ). Implications of the study 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. Study limitations 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. Conclusion At its core, the peer tutoring program was about people helping each other. It wasn’t solely about improving grades; it was about fostering a sense of support and community. Students involved, whether as tutors or tutees, gained more than just academic achievement—they built stronger friendships, rediscovered self-confidence, and gained a better understanding of their personal strengths. Initially, tutees felt nervous, fearing judgment or falling behind, but by the program’s end, the majority had not only enhanced their grades but also gained confidence to ask questions and try new learning strategies. For them, tutoring became more than just studying; it became a vital support system. Tutors, meanwhile, discovered their ability to lead, mentor, and motivate others. Several admitted they never saw themselves as teachers, but through tutoring, they developed newfound confidence. The majority expressed they would gladly participate again, not for credits or pay, but because of the profound meaning of the experience. The strength of peer tutoring is its simplicity: students helping students. It reminds us that learning does not always have to come from a top-down approach. Sometimes, the best assistance comes from someone sitting right next to you, someone who has been through it too and only wants to see you succeed. Moving forward, this program has the potential to grow into something even greater. With more structure, recognition, and integration into university life, peer tutoring could become a vital component of nursing education, a space where knowledge, compassion, and community converge to shape the nurses of tomorrow. Data availability Participant data contains sensitive personal information, and sharing such data publicly could compromise confidentiality and anonymity. The Institutional Review Board (IRB) has mandated that data sharing is permissible only under specific conditions that ensure participant privacy and align with ethical guidelines. Access to the data may be granted to qualified researchers for legitimate academic purposes upon request. Requests for access must be submitted in writing to the corresponding author, Dr. Richard Mottershead [email protected] . Acknowledgements The authors thank all peer tutors and tutees for their participation. We also appreciate the support of colleagues in the Department of Nursing, College of Health Sciences, University of Sharjah, United Arab Emirates. References Al Yahyaei A, Natarajan JR, Seshan V, et al. : The Usefulness of Peer Tutoring and its Impact on Nursing Students’ Academic Performance, Psychological Empowerment, and Satisfaction: Pre-Post Design. SAGE open nursing. 2024; 10 : 23779608241282168. Publisher Full Text Astuti F, Sapriya S, Jupri J: Peran Teman Sebaya Dalam Mengembangkan Kecerdasan Sosial Peserta Didik (Studi Deskriptif Kualitatif di Kelas VII D SMP Negeri 29 Bandung). Jurnal Ilmiah Wahana Pendidikan. 2024; 10 (6): 369–379. Publisher Full Text Austria MJ, Baraki K, Doig AK: Collaborative learning using nursing student dyads in the clinical setting. Int. J. Nurs. Educ. Scholarsh. 2013; 10 (1): 73–80. Publisher Full Text Benè KL, Bergus G: When learners become teachers: a review of peer teaching in medical student education. Fam. Med. 2014; 46 (10): 783–787. Bradbury-Jones C, Irvine F, Sambrook S: Empowerment of nursing students in clinical practice: Spheres of influence. J. Adv. Nurs. 2010; 66 (9): 2061–2070. Publisher Full Text Burgess A, Dornan T, Clarke AJ, et al. : Peer tutoring in a medical school: perceptions of tutors and tutees. BMC Med. Educ. 2016; 16 : 85. Publisher Full Text Busby KR, Draucker CB, Reising DL: Exploring mentoring and nurse faculty: An integrative review. J. Prof. Nurs. 2021; 38 : 26–39. Publisher Full Text Choi JA, Kim O, Park S, et al. : The effectiveness of peer learning in undergraduate nursing students: A meta-analysis. Clin. Simul. Nurs. 2021; 50 : 92–101. Publisher Full Text Colver M, Fry T: Evidence to Support Peer Tutoring Programs at the Undergraduate Level. J. Coll. Read. Learn. 2015; 46 (1): 16–41. Publisher Full Text Creswell J: Qualitative inquiry & research design. Sage Publications, Inc.; 3rd ed.2012. Creswell JW, Poth C: Qualitative inquiry & research design: Choosing among five approaches. 4th ed.Sage Publications, Inc.; 2018. Cupelli LM, Colalillo GC: Implementing Peer Learning to Enhance Academic Performance in First-Year Nursing Students. Teach. Learn. Nurs. 2025; 20 (1): e150–e158. Publisher Full Text Curtis E, Ryan C, Roy S, et al. : Incorporating peer-to-peer facilitation with a mid-level fidelity student-led simulation experience for undergraduate nurses. Nurse Educ. Pract. 2016; 20 : 80–84. Publisher Full Text Elo S, Kyngäs H: The qualitative content analysis process. J. Adv. Nurs. 2008; 62 (1): 107–115. Publisher Full Text Ephraim N: Mentoring in nursing education: An essential element in the retention of new nurse faculty. J. Prof. Nurs. 2020; 37 (2): 306–319. Publisher Full Text Grossoehme DH: Overview of qualitative research. J. Health Care Chaplain. 2014; 20 (3): 109–122. Publisher Full Text Guerra-Martín M, Lima-Serrano M, Lima-Rodríguez J: Effectiveness of tutoring to improve academic performance in nursing students at the University of Seville. Journal of New Approaches in Educational Research (NAER Journal). 2017; 6 (2): 93–102. Publisher Full Text Gazula S, McKenna L, Cooper S, et al. : A systematic review of reciprocal peer tutoring within tertiary health profession educational programs. Health Professions Education. 2017; 3 (2): 64–78. Publisher Full Text Hampe H, Kamerer JL, Frndak D: A quality initiative to increase nursing program enrollment and transition to practice to adequately supply the nursing pipeline. Teach. Learn. Nurs. 2024; 20 (1): 55–59. Publisher Full Text Herinek D, Woodward-Kron R, Ewers M: “Between formulas and freestyle” - a qualitative analysis of peer tutor preparation and its impact on peer relations. BMC Med. Educ. 2024; 24 (1): 1173. Publisher Full Text Hull JL: Competence of the academic clinical nurse educator: A concept analysis. J. Prof. Nurs. 2024; 55 : 146–151. Publisher Full Text Iwata K, Furmedge DS: Are all peer tutors and their tutoring really effective? Considering quality assurance. Med. Educ. 2016; 50 (4): 393–395. Publisher Full Text Kang KI, Lee N, Joung J: Nursing students’ experience of online peer tutoring based on the grow model: A qualitative study. Nurse Educ. Today. 2021; 107 : 105131. Publisher Full Text Kim J, Lee SH, Kim EJ, et al. : A case study on small group teaching programs in medical school: SNU mentoring, peer tutoring, coaching, and research mentoring programs. Korean Medical Education Review. 2012; 14 (2): 78–85. Publisher Full Text Kim SC, Jillapali R, Boyd S: Impacts of peer tutoring on academic performance of first-year baccalaureate nursing students: A quasi-experimental study. Nurse Educ. Today. 2021; 96 : 104658. Publisher Full Text Koo HY, An H, Lee BR: The effect of peer tutoring on pediatric nursing education: a systematic review. Child Health Nursing Research. 2024; 30 (4): 215–226. Publisher Full Text Li J, Han X, Wang W, et al. : How social support influences university students’ academic achievement and emotional exhaustion: The mediating role of self-esteem. Learn. Individ. Differ. 2018; 61 : 120–126. Publisher Full Text Lockspeiser TM, O’Sullivan P, Teherani A, et al. : Understanding the experience of being taught by peers: the value of social and cognitive congruence. Advances in health sciences education: theory and practice. 2008; 13 (3): 361–372. Publisher Full Text Mcatee B, Shellenbarger T, Chicca J: Dispelling Accreditation Myths to Enhance Nursing Education. Teach. Learn. Nurs. 2025; 20 (1): 20–27. Publisher Full Text Mottershead R, Alonaizi N: Empowering social prescribing and peer support: A proposed therapeutic alliance against addiction and substance misuse within the Middle East. J. Drug. Alcohol. Res. 2022; 11 : Article 97203. Publisher Full Text Mottershead R, Ghisoni M: Horticultural therapy, nutrition and post-traumatic stress disorder in post-military veterans: Developing non-pharmaceutical interventions to complement existing therapeutic approaches. F1000Research. 2021; 10 : 885. Publisher Full Text Mottershead R, Subu MA, Al-Yateem N, et al. : Salutogenesis: A sense of coherence and health among British military veterans exposed to impactful life challenges—The emergence of post-traumatic growth and positive deviance within a life-story approach. F1000Research. 2024; 13 : 92. Publisher Full Text Mu’alifah I, Pribadi T, Elliya R: Konseling teman sebaya untuk meningkatkan penerimaan diri pada anak broken home. Journal of Mental Health Concerns. 2023; 2 (1): 23–28. Publisher Full Text Muthalib AH, Syed F, Raziq T, et al. : Alfaisal University’s Academic Success Center: An Individualized Peer-Assisted Learning Program for Mutual Tutor-Student Advancement. Cureus. 2023; 15 (9): e44883. Publisher Full Text Palsson Y, Martensson G, Swenne CL, et al. : A peer learning intervention for nursing students in clinical practice education: A quasi-experimental study. Nurse Educ. Today. 2017; 51 : 81–87. Publisher Full Text Sato T, Hodge SR: Asian international doctoral students’ experiences at two American universities: Assimilation, accommodation, and resistance. J. Divers. High. Educ. 2009; 2 (3): 136–148. Publisher Full Text Stenberg M, Carlson E: Swedish Student nurses’ perception of peer learning as an educational model during clinical practice in a hospital setting—an evaluation study. BMC Nurs. 2015; 14 (1): 1–7. Publisher Full Text Subu MA, Ahmed FR, Al-Yateem N, et al. : Barriers and facilitators to enrolling in nursing programs as perceived by male students: a qualitative study in the United Arab Emirates. Int. J. Nurs. Educ. Scholarsh. 2023; 20 (1). Publisher Full Text Taffurelli C, D’Ostuni V, Casubolo C, et al. : Peer tutoring education: An interprofessional simulation with nursing and medical students. Acta Biomedica Atenei Parmensis. 2025; 96 (1): 14081. Publisher Full Text Tong A, Sainsbury P, Craig J: Consolidated criteria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups. International journal for quality in health care: journal of the International Society for Quality in Health Care. 2007; 19 (6): 349–357. Publisher Full Text Thomson P, Smith A, Annesley S: Exploration of the effects of peer teaching of research on students in an undergraduate nursing programme. J. Res. Nurs. 2014; 19 (5): 415–430. Publisher Full Text Villanueva L: Dual-role nurse interpreter perceptions of language barriers and Spanish-speaking patients: A qualitative study. Nurs. Open. 2023; 10 (6): 3973–3981. Publisher Full Text Wierzbinski-Cross H: Peer review. J. Nurses Prof. Dev. 2017; 33 (2): 102–104. Publisher Full Text Comments on this article Comments (0) Version 2 VERSION 2 PUBLISHED 19 Dec 2025 ADD YOUR COMMENT Comment Author details Author details 1 Department of Nursing, College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates 2 University of Wollongong in Dubai, Dubai, United Arab Emirates 3 Behavioural Science Institute, SEHA, Sakina, Al Ain, United Arab Emirates 4 College of Nursing, University of Baghdad, Baghdad, Iraq Jacqueline Maria Dias Roles: Conceptualization, Data Curation, Investigation, Methodology, Project Administration, Writing – Original Draft Preparation, Writing – Review & Editing Fatema Salim Bati Salim Al Kaabi Roles: Data Curation, Formal Analysis, Investigation, Writing – Original Draft Preparation Sara Tamim Al Hooti Roles: Data Curation, Investigation, Writing – Original Draft Preparation Nada Osamah Hammadi Roles: Formal Analysis, Project Administration, Writing – Original Draft Preparation Rana Karim Roles: Investigation, Project Administration, Writing – Original Draft Preparation Nabeel AlYateem Roles: Data Curation, Formal Analysis, Investigation, Methodology, Validation, Writing – Original Draft Preparation, Writing – Review & Editing Fatma Reefat Ahmed Roles: Data Curation, Formal Analysis, Methodology, Validation, Writing – Original Draft Preparation, Writing – Review & Editing Mini Sara Abraham Roles: Data Curation, Formal Analysis, Investigation, Software, Writing – Original Draft Preparation, Writing – Review & Editing Vidya Seshan Roles: Data Curation, Formal Analysis, Methodology, Validation, Writing – Original Draft Preparation, Writing – Review & Editing Muhammad Arsyad Subu Roles: Data Curation, Investigation, Methodology, Resources, Writing – Original Draft Preparation, Writing – Review & Editing Ambrose Richard Dias Roles: Data Curation, Investigation, Software, Writing – Original Draft Preparation Richard Mottershead Roles: Formal Analysis, Methodology, Software, Supervision, Writing – Original Draft Preparation, Writing – Review & Editing Competing interests No competing interests were disclosed. Grant information The author(s) declared that no grants were involved in supporting this work. Article Versions (2) version 2 Revised Published: 17 Feb 2026, 14:1416 https://doi.org/10.12688/f1000research.172023.2 version 1 Published: 19 Dec 2025, 14:1416 https://doi.org/10.12688/f1000research.172023.1 Copyright © 2025 Dias JM et al . This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Download Export To Sciwheel Bibtex EndNote ProCite Ref. Manager (RIS) Sente metrics Views Downloads F1000Research - - PubMed Central info_outline Data from PMC are received and updated monthly. - - Citations open_in_new 0 open_in_new 0 open_in_new SEE MORE DETAILS CITE how to cite this article Dias JM, Al Kaabi FSBS, Al Hooti ST et al. Exploring peer tutoring experiences in improving nursing students’ academic success and performance: A qualitative study among Emirati undergraduate nursing students [version 1; peer review: 2 approved, 1 approved with reservations] . F1000Research 2025, 14 :1416 ( https://doi.org/10.12688/f1000research.172023.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS track receive updates on this article Track an article to receive email alerts on any updates to this article. TRACK THIS ARTICLE Share Open Peer Review Current Reviewer Status: ? Key to Reviewer Statuses VIEW HIDE Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Version 1 VERSION 1 PUBLISHED 19 Dec 2025 Views 0 Cite How to cite this report: Quirke DP. Reviewer Report For: Exploring peer tutoring experiences in improving nursing students’ academic success and performance: A qualitative study among Emirati undergraduate nursing students [version 1; peer review: 2 approved, 1 approved with reservations] . F1000Research 2025, 14 :1416 ( https://doi.org/10.5256/f1000research.189702.r443640 ) The direct URL for this report is: https://f1000research.com/articles/14-1416/v1#referee-response-443640 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 06 Jan 2026 Dr. Phillip Quirke , Quirke Consultancy Ltd, Tobago, Trinidad and Tobago Approved VIEWS 0 https://doi.org/10.5256/f1000research.189702.r443640 This article provides a description of a peer tutoring experience with a small group of 20 multi-lingual, multi-cultural students in the University of Sharjah, UAE. It uses appropriate qualitative methodologies (Semi-structured interviews, COREQ and Inductive Content Analysis), and the resulting ... Continue reading READ ALL This article provides a description of a peer tutoring experience with a small group of 20 multi-lingual, multi-cultural students in the University of Sharjah, UAE. It uses appropriate qualitative methodologies (Semi-structured interviews, COREQ and Inductive Content Analysis), and the resulting themes are well described although the Results section needs editing and review. The conclusion is well articulated and the final sentences provide an impactful closing. The article meets a gap in current literature on peer tutoring in multi-cultural and multi-lingual student populations in the UAE. There are two areas where further detail on methodology would have enhanced the article: First, on page five in the Research Instrument section, detail on how the "extensive literature review" had been conducted with references cited would have been useful for readers; and secondly, on page six at the end of the first sentence in the Data Analysis section, "following recommended procedures" requires either a reference or possibly the 'Elo & Kyngas' reference could be moved here to the end of the sentence. The analysis and interpretation of the qualitative data is appropriate. The source data underlying the results is available upon contacting the correspondent author if required. The conclusions drawn are adequately supported by the results although the Results section needs to be edited as follows: In the introductory paragraph of the Results section, the authors state: "Each main theme has sub-themes. Tutors reported five themes, and tutees identified three themes. Peer tutoring barriers have four sub-themes." But in the following theme descriptions, there are SIX sub-themes reported by the Tutors and THREE sub-themes reported for the Barriers. Only the Tutee sub-themes are numbered. So, the Tutor and Barrier sub-themes should be numbered, and the Final Tutor Sub-theme should be moved to the Barriers. The introductory paragraph of the Results section would then read correctly and the whole section would be more coherent and cohesive . I would also suggest that the red font for tutor and tutee quotes is removed, and quotes left in italics. There are also two format issues with in-text citations. 1 - On page 4, penultimate paragraph: "where feedback is viewed as an opportunity for growth rather than criticism ( Muthalib et al., 2023 ) and Mottershead & Alonaizi (2022) " should read: "where feedback is viewed as an opportunity for growth rather than criticism ( Muthalib et al., 2023 ; Mottershead & Alonaizi, 2022) ." 2 - On page 5 in the Design paragraph: "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) " should read: "By adopting a qualitative research design, researchers can gain a deeper understanding of the complex and comprehensive nature of the studied topic ( Creswell, 2012 ; Mottershead et al., 2024) ." Finally there are two required text edits: 1 - On p. 8, the second quote under Communication Skills reads " (Tutors 4)" and this should be: " (Tutor 4)" 2 - On p. 11, the penultimate sentence reads: "Additionally, this study examines peer tutoring, a partnership system in the learning process, where students assist one another in learning and developing independence through teaching.", but this is NOT additional, so the sentence should begin: "This study examines ..." Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? Not applicable Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Yes Competing Interests: No competing interests were disclosed. Reviewer Expertise: Education Leadership & Management, Teacher Education, Instructional Methodologies, & Reflective Writing. I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Quirke DP. Reviewer Report For: Exploring peer tutoring experiences in improving nursing students’ academic success and performance: A qualitative study among Emirati undergraduate nursing students [version 1; peer review: 2 approved, 1 approved with reservations] . F1000Research 2025, 14 :1416 ( https://doi.org/10.5256/f1000research.189702.r443640 ) The direct URL for this report is: https://f1000research.com/articles/14-1416/v1#referee-response-443640 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Author Response 19 Feb 2026 Dr. Richard Mottershead , College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates 19 Feb 2026 Author Response On behalf of the research team, I would like to thank the esteemed reviewer Dr. Phil Quirke for his very positive feedback and we will be sure to take on ... Continue reading On behalf of the research team, I would like to thank the esteemed reviewer Dr. Phil Quirke for his very positive feedback and we will be sure to take on board his suggestions for future articles. Again, thank you for your time and consideration of our research. Dr. Richard Mottershead On behalf of the research team, I would like to thank the esteemed reviewer Dr. Phil Quirke for his very positive feedback and we will be sure to take on board his suggestions for future articles. Again, thank you for your time and consideration of our research. Dr. Richard Mottershead Competing Interests: No competing interests were disclosed. Close Report a concern Respond or Comment COMMENTS ON THIS REPORT Author Response 19 Feb 2026 Dr. Richard Mottershead , College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates 19 Feb 2026 Author Response On behalf of the research team, I would like to thank the esteemed reviewer Dr. Phil Quirke for his very positive feedback and we will be sure to take on ... Continue reading On behalf of the research team, I would like to thank the esteemed reviewer Dr. Phil Quirke for his very positive feedback and we will be sure to take on board his suggestions for future articles. Again, thank you for your time and consideration of our research. Dr. Richard Mottershead On behalf of the research team, I would like to thank the esteemed reviewer Dr. Phil Quirke for his very positive feedback and we will be sure to take on board his suggestions for future articles. Again, thank you for your time and consideration of our research. Dr. Richard Mottershead Competing Interests: No competing interests were disclosed. Close Report a concern COMMENT ON THIS REPORT Views 0 Cite How to cite this report: Javaid SF. Reviewer Report For: Exploring peer tutoring experiences in improving nursing students’ academic success and performance: A qualitative study among Emirati undergraduate nursing students [version 1; peer review: 2 approved, 1 approved with reservations] . F1000Research 2025, 14 :1416 ( https://doi.org/10.5256/f1000research.189702.r443645 ) The direct URL for this report is: https://f1000research.com/articles/14-1416/v1#referee-response-443645 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 05 Jan 2026 Syed Fahad Javaid , United Arab Emirates University, Al Ain, United Arab Emirates Approved with Reservations VIEWS 0 https://doi.org/10.5256/f1000research.189702.r443645 Thank you very much for the opportunity to review this manuscript. The authors have explored an interesting area of research. This manuscript presents a qualitative study looking into the relationship between peer-tutoring and academic performance among undergraduate nursing students ... Continue reading READ ALL Thank you very much for the opportunity to review this manuscript. The authors have explored an interesting area of research. This manuscript presents a qualitative study looking into the relationship between peer-tutoring and academic performance among undergraduate nursing students in the United Arab Emirates. It is an important topic with local relevance. The manuscript is clearly written. Themes are clearly delineated and flow logically from the data. The title is reasonable and clearly indicates the article type. The abstract is structured and informative, providing a concise snapshot of the study. However, I recommend that the authors operationalise key terms such as ‘academic success’, like GPA, exam performance, or self-perception, so readers can assess outcomes clearly. The introduction provides a sound theoretical foundation and a decent literature review. That said, please strengthen the gap statement by specifying what prior research lacks and how this study fills that gap. The sampling strategy is insufficiently justified; the rationale for including 17 participants and the balance between tutors and students is unclear. Researcher positionality and potential bias are not discussed, and no steps for piloting or validating interview questions are mentioned. Including more on how interviews were conducted and themes were derived would significantly improve reproducibility and transparency. The discussion links results to existing literature but tends to overstate the novelty and impact of the study. Please add more recently published UAE or regional studies. Limitations are acknowledged but not explored in depth, and there is minimal reflection on potential selection bias or generalisability of results. The conclusion reiterates findings rather than offering new insights or implications. More critical reflection is needed to temper claims and increase scholarly impact. Overall, this is a promising and relevant study that contributes to nursing education literature. The authors need to strengthen methodological transparency, clarifying analytical distinctions, and better situating the findings within broader scholarly work. Addressing the above points will significantly enhance the academic value of this interesting piece of research. Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? Not applicable Are all the source data underlying the results available to ensure full reproducibility? Partly Are the conclusions drawn adequately supported by the results? Yes Competing Interests: No competing interests were disclosed. Reviewer Expertise: Medical education, Mental Health, Socioeconomic barriers to healthcare access I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Javaid SF. Reviewer Report For: Exploring peer tutoring experiences in improving nursing students’ academic success and performance: A qualitative study among Emirati undergraduate nursing students [version 1; peer review: 2 approved, 1 approved with reservations] . F1000Research 2025, 14 :1416 ( https://doi.org/10.5256/f1000research.189702.r443645 ) The direct URL for this report is: https://f1000research.com/articles/14-1416/v1#referee-response-443645 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Respond or Comment COMMENT ON THIS REPORT Views 0 Cite How to cite this report: George R. Reviewer Report For: Exploring peer tutoring experiences in improving nursing students’ academic success and performance: A qualitative study among Emirati undergraduate nursing students [version 1; peer review: 2 approved, 1 approved with reservations] . F1000Research 2025, 14 :1416 ( https://doi.org/10.5256/f1000research.189702.r443647 ) The direct URL for this report is: https://f1000research.com/articles/14-1416/v1#referee-response-443647 NOTE: it is important to ensure the information in square brackets after the title is included in this citation. Close Copy Citation Details Reviewer Report 31 Dec 2025 Rebecca George , Fatima College of Health Sciences, Ajman, Ajman, United Arab Emirates Approved VIEWS 0 https://doi.org/10.5256/f1000research.189702.r443647 This qualitative study explores the experiences of peer tutors and tutees within an undergraduate nursing program at the University of Sharjah, UAE. Using semi-structured interviews and inductive qualitative content analysis guided by COREQ, the authors examine how peer tutoring influences ... Continue reading READ ALL This qualitative study explores the experiences of peer tutors and tutees within an undergraduate nursing program at the University of Sharjah, UAE. Using semi-structured interviews and inductive qualitative content analysis guided by COREQ, the authors examine how peer tutoring influences academic performance, emotional resilience, social connectedness, and professional development among Emirati nursing students. The findings identify three overarching themes: tutors’ experiences, tutees’ experiences, and barriers to peer tutoring, highlighting both academic and psychosocial benefits alongside linguistic, time, and engagement challenges. Overall, the topic is relevant, timely, and contextually important for nursing education in culturally and linguistically diverse settings. The manuscript contributes valuable qualitative insights, particularly from the Middle Eastern context. To further strengthen the methodological rigor and transparency of the study, it is recommended that the authors clearly clarify whether data coding was conducted independently by more than one researcher, explicitly describe the strategies used to enhance trustworthiness and include a brief reflexivity statement outlining the researchers’ roles, positionality, and potential influence on data interpretation. Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? Not applicable Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Yes Competing Interests: No competing interests were disclosed. Reviewer Expertise: Nursing Education and Health Professions Education; Critical care nursing I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. Close READ LESS CITE CITE HOW TO CITE THIS REPORT George R. Reviewer Report For: Exploring peer tutoring experiences in improving nursing students’ academic success and performance: A qualitative study among Emirati undergraduate nursing students [version 1; peer review: 2 approved, 1 approved with reservations] . F1000Research 2025, 14 :1416 ( https://doi.org/10.5256/f1000research.189702.r443647 ) The direct URL for this report is: https://f1000research.com/articles/14-1416/v1#referee-response-443647 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. COPY CITATION DETAILS Report a concern Author Response 14 Jan 2026 Muhammad Arsyad Subu , Department of Nursing, College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates 14 Jan 2026 Author Response Dear reviewer, Greetings. Thank you for reviewing our paper and for your positive comments. It is greatly appreciated. Best regards, Competing Interests: There is no competing interest. Dear reviewer, Greetings. Thank you for reviewing our paper and for your positive comments. It is greatly appreciated. Best regards, Dear reviewer, Greetings. Thank you for reviewing our paper and for your positive comments. It is greatly appreciated. Best regards, Competing Interests: There is no competing interest. Close Report a concern Respond or Comment COMMENTS ON THIS REPORT Author Response 14 Jan 2026 Muhammad Arsyad Subu , Department of Nursing, College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates 14 Jan 2026 Author Response Dear reviewer, Greetings. Thank you for reviewing our paper and for your positive comments. It is greatly appreciated. Best regards, Competing Interests: There is no competing interest. Dear reviewer, Greetings. Thank you for reviewing our paper and for your positive comments. It is greatly appreciated. Best regards, Dear reviewer, Greetings. Thank you for reviewing our paper and for your positive comments. It is greatly appreciated. Best regards, Competing Interests: There is no competing interest. Close Report a concern COMMENT ON THIS REPORT Comments on this article Comments (0) Version 2 VERSION 2 PUBLISHED 19 Dec 2025 ADD YOUR COMMENT Comment keyboard_arrow_left keyboard_arrow_right Open Peer Review Reviewer Status info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Reviewer Reports Invited Reviewers 1 2 3 Version 2 (revision) 17 Feb 26 read read Version 1 19 Dec 25 read read read Rebecca George , Fatima College of Health Sciences, Ajman, United Arab Emirates Syed Fahad Javaid , United Arab Emirates University, Al Ain, United Arab Emirates Dr. Phillip Quirke , Quirke Consultancy Ltd, Tobago, Trinidad and Tobago Comments on this article All Comments (0) Add a comment Sign up for content alerts Sign Up You are now signed up to receive this alert Browse by related subjects keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Quirke D. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 24 Feb 2026 | for Version 2 Dr. Phillip Quirke , Quirke Consultancy Ltd, Tobago, Trinidad and Tobago 0 Views copyright © 2026 Quirke D. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions No further comments required as all the suggestions and edits required in the initial Review Report have been addressed. Competing Interests No competing interests were disclosed. Reviewer Expertise Education Leadership & Management, Teacher Education, Instructional Methodologies, & Reflective Writing. I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. reply Respond to this report Responses (0) Quirke DP. Peer Review Report For: Exploring peer tutoring experiences in improving nursing students’ academic success and performance: A qualitative study among Emirati undergraduate nursing students [version 1; peer review: 2 approved, 1 approved with reservations] . F1000Research 2025, 14 :1416 ( https://doi.org/10.5256/f1000research.195129.r459307) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-1416/v2#referee-response-459307 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Javaid S. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 18 Feb 2026 | for Version 2 Syed Fahad Javaid , United Arab Emirates University, Al Ain, United Arab Emirates 0 Views copyright © 2026 Javaid S. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (1) Approved info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Thank you for the opportunity to review this interesting manuscript. I appreciate the authors’ careful consideration of my previous comments and their thorough revisions in response. In light of these changes, I am satisfied that my comments have been adequately addressed and I have no further suggestions to offer. I wish the authors every success with their work. Competing Interests No competing interests were disclosed. Reviewer Expertise Medical education, Mental Health, Socioeconomic barriers to healthcare access I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. reply Respond to this report Responses (1) Author Response 19 Feb 2026 Dr. Richard Mottershead, College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates On behalf on the research team, I thank esteemed Prof. Javaid for his thoughtful comments and we believe our article has been enhanced through his contributions. kindest regards Dr. Richard Mottershead View more View less Competing Interests No competing interests were disclosed. reply Respond Report a concern Javaid SF. Peer Review Report For: Exploring peer tutoring experiences in improving nursing students’ academic success and performance: A qualitative study among Emirati undergraduate nursing students [version 1; peer review: 2 approved, 1 approved with reservations] . F1000Research 2025, 14 :1416 ( https://doi.org/10.5256/f1000research.195129.r459308) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-1416/v2#referee-response-459308 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Quirke D. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 06 Jan 2026 | for Version 1 Dr. Phillip Quirke , Quirke Consultancy Ltd, Tobago, Trinidad and Tobago 0 Views copyright © 2026 Quirke D. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (1) Approved info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions This article provides a description of a peer tutoring experience with a small group of 20 multi-lingual, multi-cultural students in the University of Sharjah, UAE. It uses appropriate qualitative methodologies (Semi-structured interviews, COREQ and Inductive Content Analysis), and the resulting themes are well described although the Results section needs editing and review. The conclusion is well articulated and the final sentences provide an impactful closing. The article meets a gap in current literature on peer tutoring in multi-cultural and multi-lingual student populations in the UAE. There are two areas where further detail on methodology would have enhanced the article: First, on page five in the Research Instrument section, detail on how the "extensive literature review" had been conducted with references cited would have been useful for readers; and secondly, on page six at the end of the first sentence in the Data Analysis section, "following recommended procedures" requires either a reference or possibly the 'Elo & Kyngas' reference could be moved here to the end of the sentence. The analysis and interpretation of the qualitative data is appropriate. The source data underlying the results is available upon contacting the correspondent author if required. The conclusions drawn are adequately supported by the results although the Results section needs to be edited as follows: In the introductory paragraph of the Results section, the authors state: "Each main theme has sub-themes. Tutors reported five themes, and tutees identified three themes. Peer tutoring barriers have four sub-themes." But in the following theme descriptions, there are SIX sub-themes reported by the Tutors and THREE sub-themes reported for the Barriers. Only the Tutee sub-themes are numbered. So, the Tutor and Barrier sub-themes should be numbered, and the Final Tutor Sub-theme should be moved to the Barriers. The introductory paragraph of the Results section would then read correctly and the whole section would be more coherent and cohesive . I would also suggest that the red font for tutor and tutee quotes is removed, and quotes left in italics. There are also two format issues with in-text citations. 1 - On page 4, penultimate paragraph: "where feedback is viewed as an opportunity for growth rather than criticism ( Muthalib et al., 2023 ) and Mottershead & Alonaizi (2022) " should read: "where feedback is viewed as an opportunity for growth rather than criticism ( Muthalib et al., 2023 ; Mottershead & Alonaizi, 2022) ." 2 - On page 5 in the Design paragraph: "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) " should read: "By adopting a qualitative research design, researchers can gain a deeper understanding of the complex and comprehensive nature of the studied topic ( Creswell, 2012 ; Mottershead et al., 2024) ." Finally there are two required text edits: 1 - On p. 8, the second quote under Communication Skills reads " (Tutors 4)" and this should be: " (Tutor 4)" 2 - On p. 11, the penultimate sentence reads: "Additionally, this study examines peer tutoring, a partnership system in the learning process, where students assist one another in learning and developing independence through teaching.", but this is NOT additional, so the sentence should begin: "This study examines ..." Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? Not applicable Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Yes Competing Interests No competing interests were disclosed. Reviewer Expertise Education Leadership & Management, Teacher Education, Instructional Methodologies, & Reflective Writing. I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. reply Respond to this report Responses (1) Author Response 19 Feb 2026 Dr. Richard Mottershead, College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates On behalf of the research team, I would like to thank the esteemed reviewer Dr. Phil Quirke for his very positive feedback and we will be sure to take on board his suggestions for future articles. Again, thank you for your time and consideration of our research. Dr. Richard Mottershead View more View less Competing Interests No competing interests were disclosed. reply Respond Report a concern Quirke DP. Peer Review Report For: Exploring peer tutoring experiences in improving nursing students’ academic success and performance: A qualitative study among Emirati undergraduate nursing students [version 1; peer review: 2 approved, 1 approved with reservations] . F1000Research 2025, 14 :1416 ( https://doi.org/10.5256/f1000research.189702.r443640) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-1416/v1#referee-response-443640 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 Javaid S. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 05 Jan 2026 | for Version 1 Syed Fahad Javaid , United Arab Emirates University, Al Ain, United Arab Emirates 0 Views copyright © 2026 Javaid S. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved With Reservations info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions Thank you very much for the opportunity to review this manuscript. The authors have explored an interesting area of research. This manuscript presents a qualitative study looking into the relationship between peer-tutoring and academic performance among undergraduate nursing students in the United Arab Emirates. It is an important topic with local relevance. The manuscript is clearly written. Themes are clearly delineated and flow logically from the data. The title is reasonable and clearly indicates the article type. The abstract is structured and informative, providing a concise snapshot of the study. However, I recommend that the authors operationalise key terms such as ‘academic success’, like GPA, exam performance, or self-perception, so readers can assess outcomes clearly. The introduction provides a sound theoretical foundation and a decent literature review. That said, please strengthen the gap statement by specifying what prior research lacks and how this study fills that gap. The sampling strategy is insufficiently justified; the rationale for including 17 participants and the balance between tutors and students is unclear. Researcher positionality and potential bias are not discussed, and no steps for piloting or validating interview questions are mentioned. Including more on how interviews were conducted and themes were derived would significantly improve reproducibility and transparency. The discussion links results to existing literature but tends to overstate the novelty and impact of the study. Please add more recently published UAE or regional studies. Limitations are acknowledged but not explored in depth, and there is minimal reflection on potential selection bias or generalisability of results. The conclusion reiterates findings rather than offering new insights or implications. More critical reflection is needed to temper claims and increase scholarly impact. Overall, this is a promising and relevant study that contributes to nursing education literature. The authors need to strengthen methodological transparency, clarifying analytical distinctions, and better situating the findings within broader scholarly work. Addressing the above points will significantly enhance the academic value of this interesting piece of research. Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? Not applicable Are all the source data underlying the results available to ensure full reproducibility? Partly Are the conclusions drawn adequately supported by the results? Yes Competing Interests No competing interests were disclosed. Reviewer Expertise Medical education, Mental Health, Socioeconomic barriers to healthcare access I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above. reply Respond to this report Responses (0) Javaid SF. Peer Review Report For: Exploring peer tutoring experiences in improving nursing students’ academic success and performance: A qualitative study among Emirati undergraduate nursing students [version 1; peer review: 2 approved, 1 approved with reservations] . F1000Research 2025, 14 :1416 ( https://doi.org/10.5256/f1000research.189702.r443645) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-1416/v1#referee-response-443645 keyboard_arrow_left Back to all reports Reviewer Report 0 Views copyright © 2026 George R. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 31 Dec 2025 | for Version 1 Rebecca George , Fatima College of Health Sciences, Ajman, Ajman, United Arab Emirates 0 Views copyright © 2026 George R. This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (1) Approved info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions This qualitative study explores the experiences of peer tutors and tutees within an undergraduate nursing program at the University of Sharjah, UAE. Using semi-structured interviews and inductive qualitative content analysis guided by COREQ, the authors examine how peer tutoring influences academic performance, emotional resilience, social connectedness, and professional development among Emirati nursing students. The findings identify three overarching themes: tutors’ experiences, tutees’ experiences, and barriers to peer tutoring, highlighting both academic and psychosocial benefits alongside linguistic, time, and engagement challenges. Overall, the topic is relevant, timely, and contextually important for nursing education in culturally and linguistically diverse settings. The manuscript contributes valuable qualitative insights, particularly from the Middle Eastern context. To further strengthen the methodological rigor and transparency of the study, it is recommended that the authors clearly clarify whether data coding was conducted independently by more than one researcher, explicitly describe the strategies used to enhance trustworthiness and include a brief reflexivity statement outlining the researchers’ roles, positionality, and potential influence on data interpretation. Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Partly If applicable, is the statistical analysis and its interpretation appropriate? Not applicable Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Yes Competing Interests No competing interests were disclosed. Reviewer Expertise Nursing Education and Health Professions Education; Critical care nursing I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. reply Respond to this report Responses (1) Author Response 14 Jan 2026 Muhammad Arsyad Subu, Department of Nursing, College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates Dear reviewer, Greetings. Thank you for reviewing our paper and for your positive comments. It is greatly appreciated. Best regards, View more View less Competing Interests There is no competing interest. reply Respond Report a concern George R. Peer Review Report For: Exploring peer tutoring experiences in improving nursing students’ academic success and performance: A qualitative study among Emirati undergraduate nursing students [version 1; peer review: 2 approved, 1 approved with reservations] . F1000Research 2025, 14 :1416 ( https://doi.org/10.5256/f1000research.189702.r443647) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-1416/v1#referee-response-443647 Alongside their report, reviewers assign a status to the article: Approved - the paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations - A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved - fundamental flaws in the paper seriously undermine the findings and conclusions Adjust parameters to alter display View on desktop for interactive features Includes Interactive Elements View on desktop for interactive features Competing Interests Policy Provide sufficient details of any financial or non-financial competing interests to enable users to assess whether your comments might lead a reasonable person to question your impartiality. Consider the following examples, but note that this is not an exhaustive list: Examples of 'Non-Financial Competing Interests' Within the past 4 years, you have held joint grants, published or collaborated with any of the authors of the selected paper. You have a close personal relationship (e.g. parent, spouse, sibling, or domestic partner) with any of the authors. You are a close professional associate of any of the authors (e.g. scientific mentor, recent student). You work at the same institute as any of the authors. You hope/expect to benefit (e.g. favour or employment) as a result of your submission. You are an Editor for the journal in which the article is published. Examples of 'Financial Competing Interests' You expect to receive, or in the past 4 years have received, any of the following from any commercial organisation that may gain financially from your submission: a salary, fees, funding, reimbursements. You expect to receive, or in the past 4 years have received, shared grant support or other funding with any of the authors. You hold, or are currently applying for, any patents or significant stocks/shares relating to the subject matter of the paper you are commenting on. Stay Updated Sign up for content alerts and receive a weekly or monthly email with all newly published articles Register with F1000Research Already registered? Sign in Not now, thanks close PLEASE NOTE If you are an AUTHOR of this article, please check that you signed in with the account associated with this article otherwise we cannot automatically identify your role as an author and your comment will be labelled as a “User Comment”. If you are a REVIEWER of this article, please check that you have signed in with the account associated with this article and then go to your account to submit your report, please do not post your review here. If you do not have access to your original account, please contact us . All commenters must hold a formal affiliation as per our Policies . The information that you give us will be displayed next to your comment. User comments must be in English, comprehensible and relevant to the article under discussion. We reserve the right to remove any comments that we consider to be inappropriate, offensive or otherwise in breach of the User Comment Terms and Conditions . Commenters must not use a comment for personal attacks. When criticisms of the article are based on unpublished data, the data should be made available. I accept the User Comment Terms and Conditions Please confirm that you accept the User Comment Terms and Conditions. Affiliation ✕ refresh Please enter your institution. Note: To add your institution or organisation, start typing the name and then select the correct name from the list. Where applicable, the name will appear in both the original language and in English. Do not paste in the name. If the name does not appear in the drop-down list, we will display the information you have entered. ✕ refresh Country/Region * USA UK Canada China France Germany Afghanistan Aland Islands Albania Algeria American Samoa Andorra Angola Anguilla Antarctica Antigua and Barbuda Argentina Armenia Aruba Australia Austria Azerbaijan Bahamas Bahrain Bangladesh Barbados Belarus Belgium Belize Benin Bermuda Bhutan Bolivia Bosnia and Herzegovina Botswana Bouvet Island Brazil British Indian Ocean Territory British Virgin Islands Brunei Bulgaria Burkina Faso Burundi Cambodia Cameroon Canada Cape Verde Cayman Islands Central African Republic Chad Chile China Christmas Island Cocos (Keeling) Islands Colombia Comoros Congo Cook Islands Costa Rica Cote d'Ivoire Croatia Cuba Cyprus Czech Republic Democratic Republic of the Congo Denmark Djibouti Dominica Dominican Republic Ecuador Egypt El Salvador Equatorial Guinea Eritrea Estonia Ethiopia Falkland Islands Faroe Islands Federated States of Micronesia Fiji Finland France French Guiana French Polynesia French Southern Territories Gabon Georgia Germany Ghana Gibraltar Greece Greenland Grenada Guadeloupe Guam Guatemala Guernsey Guinea Guinea-Bissau Guyana Haiti Heard Island and Mcdonald Islands Holy See (Vatican City State) Honduras Hong Kong Hungary Iceland India Indonesia Iran Iraq Ireland Israel Italy Jamaica Japan Jersey Jordan Kazakhstan Kenya Kiribati Kosovo (Serbia and Montenegro) Kuwait Kyrgyzstan Lao People's Democratic Republic Latvia Lebanon Lesotho Liberia Libya Liechtenstein Lithuania Luxembourg Macao Madagascar Malawi Malaysia Maldives Mali Malta Marshall Islands Martinique Mauritania Mauritius Mayotte Mexico Minor Outlying Islands of the United States Moldova Monaco Mongolia Montenegro Montserrat Morocco Mozambique Myanmar Namibia Nauru Nepal Netherlands Antilles New Caledonia New Zealand Nicaragua Niger Nigeria Niue Norfolk Island North Korea North Macedonia Northern Mariana Islands Norway Oman Pakistan Palau Palestinian Territory Panama Papua New Guinea Paraguay Peru Philippines Pitcairn Poland Portugal Puerto Rico Qatar Reunion Romania Russian Federation Rwanda Saint Helena Saint Kitts and Nevis Saint Lucia Saint Pierre and Miquelon Saint Vincent and the Grenadines Samoa San Marino Sao Tome and Principe Saudi Arabia Senegal Serbia Seychelles Sierra Leone Singapore Slovakia Slovenia Solomon Islands Somalia South Africa South Georgia and the South Sandwich Is South Korea South Sudan Spain Sri Lanka Sudan Suriname Svalbard and Jan Mayen Swaziland Sweden Switzerland Syria Taiwan Tajikistan Tanzania Thailand The Gambia The Netherlands Timor-Leste Togo Tokelau Tonga Trinidad and Tobago Tunisia Turkey Turkmenistan Turks and Caicos Islands Tuvalu UK USA Uganda Ukraine United Arab Emirates United States Virgin Islands Uruguay Uzbekistan Vanuatu Venezuela Vietnam Wallis and Futuna West Bank and Gaza Strip Western Sahara Yemen Zambia Zimbabwe Please select your country/region. You must enter a comment. Competing Interests Please disclose any competing interests that might be construed to influence your judgment of the article's or peer review report's validity or importance. Competing Interests Policy Provide sufficient details of any financial or non-financial competing interests to enable users to assess whether your comments might lead a reasonable person to question your impartiality. Consider the following examples, but note that this is not an exhaustive list: Examples of 'Non-Financial Competing Interests' Within the past 4 years, you have held joint grants, published or collaborated with any of the authors of the selected paper. You have a close personal relationship (e.g. parent, spouse, sibling, or domestic partner) with any of the authors. You are a close professional associate of any of the authors (e.g. scientific mentor, recent student). You work at the same institute as any of the authors. You hope/expect to benefit (e.g. favour or employment) as a result of your submission. You are an Editor for the journal in which the article is published. Examples of 'Financial Competing Interests' You expect to receive, or in the past 4 years have received, any of the following from any commercial organisation that may gain financially from your submission: a salary, fees, funding, reimbursements. You expect to receive, or in the past 4 years have received, shared grant support or other funding with any of the authors. You hold, or are currently applying for, any patents or significant stocks/shares relating to the subject matter of the paper you are commenting on. Please state your competing interests The comment has been saved. An error has occurred. Please try again. Cancel Post var lTitle = "Exploring peer tutoring experiences in improving...".replace("'", ''); var linkedInUrl = "http://www.linkedin.com/shareArticle?url=https://f1000research.com/articles/14-1416/v1" + "&title=" + encodeURIComponent(lTitle) + "&summary=" + encodeURIComponent('Read the article by '); var deliciousUrl = "https://del.icio.us/post?url=https://f1000research.com/articles/14-1416/v1&title=" + encodeURIComponent(lTitle); var redditUrl = "http://reddit.com/submit?url=https://f1000research.com/articles/14-1416/v1" + "&title=" + encodeURIComponent(lTitle); linkedInUrl += encodeURIComponent('Dias JM et al.'); var offsetTop = /chrome/i.test( navigator.userAgent ) ? 4 : -10; var addthis_config = { ui_offset_top: offsetTop, services_compact : "facebook,twitter,www.linkedin.com,www.mendeley.com,reddit.com", services_expanded : "facebook,twitter,www.linkedin.com,www.mendeley.com,reddit.com", services_custom : [ { name: "LinkedIn", url: linkedInUrl, icon:"/img/icon/at_linkedin.svg" }, { name: "Mendeley", url: "http://www.mendeley.com/import/?url=https://f1000research.com/articles/14-1416/v1/mendeley", icon:"/img/icon/at_mendeley.svg" }, { name: "Reddit", url: redditUrl, icon:"/img/icon/at_reddit.svg" }, ] }; var addthis_share = { url: "https://f1000research.com/articles/14-1416", templates : { twitter : "Exploring peer tutoring experiences in improving nursing students\’.... Dias JM et al., published by " + "@F1000Research" + ", https://f1000research.com/articles/14-1416/v1" } }; if (typeof(addthis) != "undefined"){ addthis.addEventListener('addthis.ready', checkCount); addthis.addEventListener('addthis.menu.share', checkCount); } $(".f1r-shares-twitter").attr("href", "https://twitter.com/intent/tweet?text=" + addthis_share.templates.twitter); $(".f1r-shares-facebook").attr("href", "https://www.facebook.com/sharer/sharer.php?u=" + addthis_share.url); $(".f1r-shares-linkedin").attr("href", addthis_config.services_custom[0].url); $(".f1r-shares-reddit").attr("href", addthis_config.services_custom[2].url); $(".f1r-shares-mendelay").attr("href", addthis_config.services_custom[1].url); function checkCount(){ setTimeout(function(){ $(".addthis_button_expanded").each(function(){ var count = $(this).text(); if (count !== "" && count != "0") $(this).removeClass("is-hidden"); else $(this).addClass("is-hidden"); }); }, 1000); } close How to cite this report {{reportCitation}} Cancel Copy Citation Details $(function(){R.ui.buttonDropdowns('.dropdown-for-downloads');}); $(function(){R.ui.toolbarDropdowns('.toolbar-dropdown-for-downloads');}); $.get("/articles/acj/172023/189702") new F1000.Clipboard(); new F1000.ThesaurusTermsDisplay("articles", "article", "189702"); $(document).ready(function() { $( "#frame1" ).on('load', function() { var mydiv = $(this).contents().find("div"); var h = mydiv.height(); console.log(h) }); var tooltipLivingFigure = jQuery(".interactive-living-figure-label .icon-more-info"), titleLivingFigure = tooltipLivingFigure.attr("title"); tooltipLivingFigure.simpletip({ fixed: true, position: ["-115", "30"], baseClass: 'small-tooltip', content:titleLivingFigure + " " }); tooltipLivingFigure.removeAttr("title"); $("body").on("click", ".cite-living-figure", function(e) { e.preventDefault(); var ref = $(this).attr("data-ref"); $(this).closest(".living-figure-list-container").find("#" + ref).fadeIn(200); }); $("body").on("click", ".close-cite-living-figure", function(e) { e.preventDefault(); $(this).closest(".popup-window-wrapper").fadeOut(200); }); $(document).on("mouseup", function(e) { var metricsContainer = $(".article-metrics-popover-wrapper"); if (!metricsContainer.is(e.target) && metricsContainer.has(e.target).length === 0) { $(".article-metrics-close-button").click(); } }); var articleId = $('#articleId').val(); if($("#main-article-count-box").attachArticleMetrics) { $("#main-article-count-box").attachArticleMetrics(articleId, { articleMetricsView: true }); } }); var figshareWidget = $(".new_figshare_widget"); if (figshareWidget.length > 0) { window.figshare.load("f1000", function(Widget) { // Select a tag/tags defined in your page. In this tag we will place the widget. _.map(figshareWidget, function(el){ var widget = new Widget({ articleId: $(el).attr("figshare_articleId") //height:300 // this is the height of the viewer part. [Default: 550] }); widget.initialize(); // initialize the widget widget.mount(el); // mount it in a tag that's on your page // this will save the widget on the global scope for later use from // your JS scripts. This line is optional. //window.widget = widget; }); }); } close Error Close Add Reset F1000.MICROSERVICES.AFFILIATION = ''; $(document).ready(function () { $('.js-affiliations-form').each((index, form) => { new AffiliationForm({ formId: form.id, institutionErrorSelector: '.comment-enter-institution', departmentErrorSelector: '.comment-enter-department', placeSelector: '.js-add-comment-place', stateSelector: '.js-add-comment-state', zipCodeSelector: '.js-add-comment-zipcode', countrySelector: '.js-add-comment-country', countryErrorSelector: '.comment-enter-country', }); }); }); $(document).ready(function () { var reportIds = { "443648": 0, "459309": 0, "459308": 12, "459307": 3, "443639": 0, "443646": 0, "443647": 19, "443644": 0, "443645": 8, "443642": 0, "443643": 0, "443640": 18, "443641": 0, }; $(".referee-response-container,.js-referee-report").each(function(index, el) { var reportId = $(el).attr("data-reportid"), reportCount = reportIds[reportId] || 0; $(el).find(".comments-count-container,.js-referee-report-views").html(reportCount); }); var uuidInput = $("#article_uuid"), oldUUId = uuidInput.val(), newUUId = "5fc8ce9e-c0d0-4f00-a029-934f8f6b973b"; uuidInput.val(newUUId); $("a[href*='article_uuid=']").each(function(index, el) { var newHref = $(el).attr("href").replace(oldUUId, newUUId); $(el).attr("href", newHref); }); }); An innovative open access publishing platform offering rapid publication and open peer review, whilst supporting data deposition and sharing. Browse Gateways Collections How it Works Contact For Developers Cookie Notice Privacy Notice RSS Submit Your Research Follow us © 2012-2026 F1000 Research Ltd. ISSN 2046-1402 | Legal | Partner of Research4Life • CrossRef • ORCID • FAIRSharing R.templateTests.simpleTemplate = R.template(' $text $text $text $text $text '); R.templateTests.runTests(); var F1000platform = new F1000.Platform({ name: "f1000research", displayName: "F1000Research", hostName: "f1000research.com", id: "1", editorialEmail: "[email protected]", infoEmail: "[email protected]", usePmcStats: true }); $(function(){R.ui.dropdowns('.dropdown-for-authors, .dropdown-for-about, .dropdown-for-myresearch');}); // $(function(){R.ui.dropdowns('.dropdown-for-referees');}); $(document).ready(function () { if ($(".cookie-warning").is(":visible")) { $(".sticky").css("margin-bottom", "35px"); $(".devices").addClass("devices-and-cookie-warning"); } $(".cookie-warning .close-button").click(function (e) { $(".devices").removeClass("devices-and-cookie-warning"); $(".sticky").css("margin-bottom", "0"); }); $("#tweeter-feed .tweet-message").each(function (i, message) { var self = $(message); self.html(linkify(self.html())); }); $(".partner").on("mouseenter mouseleave", function() { $(this).find(".gray-scale, .colour").toggleClass("is-hidden"); }); }); Sign In Remember me Forgotten your password? Sign In Cancel Email or password not correct. Please try again Please wait... $(function(){ // Note: All the setup needs to run against a name attribute and *not* the id due the clonish // nature of facebox... $("a[id=googleSignInButton]").click(function(event){ event.preventDefault(); $("input[id=oAuthSystem]").val("GOOGLE"); $("form[id=oAuthForm]").submit(); }); $("a[id=facebookSignInButton]").click(function(event){ event.preventDefault(); $("input[id=oAuthSystem]").val("FACEBOOK"); $("form[id=oAuthForm]").submit(); }); $("a[id=orcidSignInButton]").click(function(event){ event.preventDefault(); $("input[id=oAuthSystem]").val("ORCID"); $("form[id=oAuthForm]").submit(); }); }); If you've forgotten your password, please enter your email address below and we'll send you instructions on how to reset your password. The email address should be the one you originally registered with F1000. Email address not valid, please try again You registered with F1000 via Google, so we cannot reset your password. To sign in, please click here . If you still need help with your Google account password, please click here . You registered with F1000 via Facebook, so we cannot reset your password. To sign in, please click here . If you still need help with your Facebook account password, please click here . Code not correct, please try again Reset password Cancel Email us for further assistance. Server error, please try again. If your email address is registered with us, we will email you instructions to reset your password. If you think you should have received this email but it has not arrived, please check your spam filters and/or contact for further assistance. Please wait... Register $(document).ready(function () { signIn.createSignInAsRow($("#sign-in-form-gfb-popup")); $(".target-field").each(function () { var uris = $(this).val().split("/"); if (uris.pop() === "login") { $(this).val(uris.toString().replace(",","/")); } }); });