Abstract Reciprocal peer tutoring is a form of peer-assisted learning involving structured switching of tutor–tutee roles amongst students of the same academic year. The study aimed to explore students’ experiences… Click to show full abstract
Abstract Reciprocal peer tutoring is a form of peer-assisted learning involving structured switching of tutor–tutee roles amongst students of the same academic year. The study aimed to explore students’ experiences of being a facilitator in simulation-based learning. The pilot study had a hermeneutic explorative qualitative design. Data were collected through two sets of semi-structured focus-group interviews with four final-year nursing students. Data were analysed using thematic analysis. Three themes were important for facilitating peer students: (a) being familiar with simulation as a learning method, (b) prior theoretical knowledge, and (c) the learning environment. Tutors expressed a genuine interest in preconditions for learning. Hence, they facilitated the simulation for peers to achieve mastery experience. The experience as tutors was found valuable for their clinical practise. Student-led simulation as an active learning strategy promotes deeper learning and transfers communication competence into clinical experiences.
               
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