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Authors
Bertiola-Flores, Claudio
Infante-Villagrán, Valeria Aylin
Palma-Vidal, Natalia
Ferrada-Peña, Claudio
Mazzo, Alessandra
Díaz-Guio, Diego Andrés
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Funding
Funding for this research was provided by:
Universidad San Sebastián , Chile (Project 2024-030: Peer Tutoring in Clinical Simulation for strengthening technical, non-technical, and metacognitive skills in nursing, funded by the USS 2024-2025 Competitive Fund for Innovation and Research in University Teaching from the Center for Research in Higher Education of the Academic Vice-Rectorate at Universidad San Sebastián.)
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Article History
Received: 26 January 2026
Accepted: 27 May 2026
First Online: 15 June 2026
Declarations
Ethics approval and consent to participate: Not applicable.
Consent for publication: Not applicableAvailability of data and materials: All data generated or analyzed during this study are included in this published article and its supplementary materials. Additional information is available from the corresponding author upon reasonable request.Competing interests: The authors declare that they have no competing financial or non-financial interests.Funding: Project 2024-030: Peer Tutoring in Clinical Simulation for strengthening technical, non-technical, and metacognitive skills in nursing, funded by the USS 2024–2025 Competitive Fund for Innovation and Research in University Teaching from the Center for Research in Higher Education of the Academic Vice-Rectorate at Universidad San Sebastián.Authors’ contributions: All authors made substantial contributions to the conception and design of the study, literature search and selection, data extraction and analysis, and drafting and critical revision of the manuscript. All authors read and approved the final version of the manuscript.Acknowledgement: The authors thank Universidad San Sebastián for the development of this study.
Competing interests: The authors declare no competing interests.
