{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,6]],"date-time":"2026-10-06T18:51:06Z","timestamp":1791312666729,"version":"4.3.1"},"reference-count":34,"publisher":"Ovid Technologies (Wolters Kluwer Health)","issue":"1","license":[{"start":{"date-parts":[[2026,8,1]],"date-time":"2026-08-01T00:00:00Z","timestamp":1785542400000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/"}],"content-domain":{"domain":["lww.com","ovid.com"],"crossmark-restriction":true},"short-container-title":[],"abstract":"\n BACKGROUND:<\/jats:title>\n Medication administration is one of the most sensitive duties of nurses and an essential part of the treatment and care process. Nursing students are more likely to make medication errors because of their inexperience and lack of ability. The importance of clinical education using modern approaches is undeniable. This study was conducted to investigate the effect of peer-assisted learning on medication error occurrence among undergraduate nursing students.<\/jats:p>\n <\/jats:sec>\n \n MATERIALS AND METHODS:<\/jats:title>\n \n This study is a randomized controlled trial, conducted in 2023\u201324, involving 50 fourth-semester undergraduate nursing students at a nursing school in Tehran, Iran. Students were chosen through a census method, and randomly divided into intervention and control groups. The intervention group was taught pharmacotherapy via peer teaching, and data were collected using the Medication Error Occurrence Questionnaire (MEOQ). The data analysis was performed using SPSS software, and descriptive statistical tests such as mean, SD, frequency, and percentage were employed. Several other statistical tests were utilized, including Fisher\u2019s exact test, Chi-squared test, independent\n t<\/jats:italic>\n -test, and paired\n t<\/jats:italic>\n -test.\n <\/jats:p>\n <\/jats:sec>\n \n RESULTS:<\/jats:title>\n \n Before the intervention, there were no significant differences in medication error occurrence between the intervention and control groups (\n P<\/jats:italic>\n > 0.05). Upon utilizing peer teaching, the intervention group exhibited significant reductions in medication error occurrence, from 65.76 \u00b1 9.75 to 56.76 \u00b1 13.69 (\n P<\/jats:italic>\n = 0.001). In contrast, the control group experienced a slight reduce in medication error occurrence level, from 68.32 \u00b1 12.41 to 66.28 \u00b1 18.94 (\n P<\/jats:italic>\n = 0.276).\n <\/jats:p>\n <\/jats:sec>\n \n CONCLUSION:<\/jats:title>\n Peer teaching significantly reduced nursing students\u2019 medication error occurrence, recommending its adoption as an innovative educational method. It is recommended that the peer method be used to improve the clinical education of nursing students.<\/jats:p>\n <\/jats:sec>","DOI":"10.4103\/jehp.jehp_653_25","type":"journal-article","created":{"date-parts":[[2026,8,31]],"date-time":"2026-08-31T14:02:14Z","timestamp":1788184934000},"update-policy":"https:\/\/doi.org\/10.1097\/lww.0000000000001000","source":"Crossref","is-referenced-by-count":0,"title":["The effect of peer-assisted learning on medication error occurrence among undergraduate nursing students: A randomized controlled trial"],"prefix":"10.4103","volume":"15","author":[{"given":"Somayeh","family":"Azarmi","sequence":"first","affiliation":[{"name":"Assistant Professor, Health in Disasters and Emergencies Department, Nursing School, Aja University of Medical Sciences, Tehran, Iran"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Amir H.","family":"Pishgooie","sequence":"additional","affiliation":[{"name":"Professor, Medical-Surgical Department, Nursing 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