Introduction: Military medicine students must be capable of functioning in highpressure war and crisis situations. To attain this objective, employing effective training methods is essential to ensure their learning is enduring.
Objective: The purpose of the present study was to compare peer and instructor education on the clinical dressing and perceived stress scores amongst nursing students of Aja University of Medical Sciences.
Materials and Methods: This was a quantitative study using a quasi-experimental approach and a pre-posttest with two groups. The study involved 54 first-semester nursing students who received four months of training at the Clinical Skills Center of Aja University of Medical Sciences in the second half of 2020. Data collection tools comprised a personal information form, a researcher-developed dressing skill assessment checklist, and the Cohen Perceived Stress Questionnaire. The students completed the perceived stress questionnaire before and after the intervention, and their clinical dressing skills were evaluated within four weeks post-training.

Results: In this study, a statistically significant difference was found between the two groups regarding the mean clinical skill score after peer intervention (P<0.001), with the Peer education group showing better performance. Moreover, there was no statistically significant difference between the two groups in terms of perceived mean stress before and after the intervention (P= 0.35).

Conclusion: Peer education did not effectively reduce students’ perceived stress, but it did enhance nursing students’ clinical performance in dressing skills. Utilizing highersemester students to instruct lower-semester students is advised.