In an era where innovative educational methodologies are continuously being explored, a recent quasi-experimental study has revealed compelling evidence supporting the effectiveness of “learning by teaching” in the realm of nursing education. Conducted by researchers Şahbaz, Denat, and Tuğrul, this study highlights a transformative approach to skill acquisition, presenting significant implications for both educators and learners within the nursing discipline. The research primarily examines how this pedagogical strategy influences learner knowledge and skill levels, subsequently enhancing the overall quality of nursing education.
The study’s methodology involved a controlled environment where nursing students were tasked with teaching their peers specific nursing skills. By assuming the role of educator, students were able to engage more deeply in the learning process, fostering an environment of collaboration and active participation. This unique role reversal not only stimulates critical thinking but also allows learners to consolidate their understanding through the act of teaching others. This dynamic showcases the importance of peer interaction in educational settings, effectively bridging the gap between theoretical knowledge and practical application.
One of the standout findings from this research is the statistically significant improvement in both knowledge retention and skill proficiency among those who participated in the learning by teaching model. Data collected from pre- and post-intervention assessments demonstrated a marked enhancement in learners’ abilities to perform nursing skills. The implications of these findings are profound, suggesting that collaborative teaching not only boosts individual competency but may also lead to improved patient care outcomes in real-world clinical settings.
In nursing, where the stakes are high and the need for competent professionals is critical, the implications of this study cannot be overstated. Nursing students are often confronted with the daunting task of mastering a vast array of clinical skills. Traditional teaching methods can sometimes fall short in fully engaging students or in promoting the necessary depth of understanding required in practice. Learning by teaching provides a solution to this, enabling students to take ownership of their education and apply their knowledge in meaningful ways.
Furthermore, the study introduces the concept of metacognition into nursing education. As students teach their peers, they reflect on their own understanding and identify areas where they may need further clarification or study. This self-reflective process is vital for developing critical nursing competencies, such as clinical reasoning and decision-making. By encouraging students to think about their thinking, learning by teaching promotes a deeper cognitive engagement with nursing practice.
In addition to metacognitive benefits, the social dimensions of this approach foster a strong sense of community among nursing students. Participants in the study reported feeling more connected to their peers and more invested in their collective success. This peer-support mechanism can be particularly beneficial in high-stress educational environments, where collaboration often leads to resilience and improved well-being among students.
Moreover, the study underscores the potential for learning by teaching to prepare nursing students for interprofessional collaboration, a key aspect of modern healthcare delivery. By engaging in teaching and learning with peers, nursing students develop essential communication and teamwork skills that are vital for working effectively in diverse clinical environments. They learn to articulate complex concepts, offer constructive feedback, and adapt their communication styles to meet the needs of various audiences—all of which are critical in delivering holistic patient care.
As healthcare systems increasingly emphasize interdisciplinary practices, incorporating learning by teaching into nursing curricula may serve as a catalyst for developing collaborative skills that will benefit students in their future careers. The ability to work seamlessly within a team is no longer optional; it has become essential for achieving optimal health outcomes. By embedding this pedagogical strategy within nursing education, educators can better equip students to navigate the complexities of modern medical environments.
Critically, the study also addresses the professional development of nursing educators themselves. As faculty members observe students engaging in teaching, they can gain insights into the effectiveness of different instructional methods and adapt their own teaching strategies accordingly. This feedback loop promotes a culture of continuous improvement in educational practices, benefiting both students and instructors alike.
While the results of this study are promising, they also open the door for further research into the long-term impacts of learning by teaching on nursing education. Future studies could explore how this approach affects critical soft skills such as empathy and cultural competence—qualities that are essential in nursing practice. Additionally, research could assess whether the benefits observed in this study can be replicated across different nursing programs, diverse populations, and various cultural contexts.
As the field of nursing continues to evolve, educational paradigms must also adapt to meet the complex demands of healthcare. The findings from Şahbaz, Denat, and Tuğrul’s study provide compelling evidence for integrating innovative pedagogical strategies such as learning by teaching into nursing curricula. This transformative approach not only enhances individual learner outcomes but may also contribute to a more effective and engaged nursing workforce.
In conclusion, the study serves as a pivotal reminder of the power of active learning strategies in professional education. By empowering nursing students to take on teaching roles, we foster an enriching educational experience that promotes deeper learning, greater proficiency, and valuable interpersonal skills. Embracing these methods can lead to a higher caliber of nursing practice, ultimately benefiting patients, healthcare teams, and the broader community.
Significantly, as the healthcare landscape continues to shift, embracing such innovative educational strategies ensures that nursing education remains relevant, effective, and geared toward producing skilled practitioners ready to face the challenges of the future.
Subject of Research: The effect of learning by teaching in nursing skills education on the learner’s knowledge and skill levels.
Article Title: The effect of learning by teaching in nursing skills education on the learner’s knowledge and skill levels: a quasi-experimental study.
Article References:
Şahbaz, M., Denat, Y. & Tuğrul, E. The effect of learning by teaching in nursing skills education on the learner’s knowledge and skill levels: a quasi-experimental study.
BMC Nurs 24, 1305 (2025). https://doi.org/10.1186/s12912-025-03971-4
Image Credits: AI Generated
DOI: 10.1186/s12912-025-03971-4
Keywords: nursing education, learning by teaching, peer teaching, nursing skills, healthcare education, metacognition, interdisciplinary collaboration
Tags: active participation in nursing trainingcollaborative learning in nursingcritical thinking in nursing educationenhancing nursing knowledge through teachinglearning by teaching in nursing educationnursing education effectivenessnursing skills acquisitionnursing student engagement strategiespeer teaching in nursingrole reversal in learningskill retention through teachingtransformative educational methodologies
