Background: Nursing education previously had been focused on traditional learning approaches.
However, today, changes and development in information and technology require the foundation of
active nursing education. One of these active learning approaches is peer learning. This study
aimed to investigate the effect of the peer learning model for critical thinking and self-efficacy in
clinical practice education among nursing students. A quasi-experimental research design was
implemented. This study was carried out in three different departments; gynecology and Pediatric
departments affiliated to University Hospital and Psychiatric Department at Shebin El-Kom
Teaching Hospital, Menoufia Governorate, Egypt. A convenient sample of 100 undergraduate
nursing students in the academic year 2019-2020 was recruited for this study. They divided
randomly into the intervention and comparison groups (each group involves 50 students).
Instruments used for data collection were three: instrument 1 was sociodemographic characteristics
of students; instrument 2 was the Critical Thinking Motivation Scale, and instrument 3 was the
Students' Self-Efficacy scale. The findings indicated that the total mean score of critical thinking
and self-efficacy in the intervention group (peer learning group) was higher than in the comparison
group (traditional group). The study concluded that applying the peer learning model among nursing
students in clinical practice supervision effects on critical thinking skills and self-efficacy to a
greater extent than traditional supervision does. So, it is recommended that the peer learning model
can be applied during clinical practice for nursing students to enhance critical thinking skills and
self-efficacy