Effect of guided reciprocal peer questioning strategy on pediatric nursing students' self-esteem and metacognitive awareness: Current approach and future directions.

Background: Guided Reciprocal Peer Questioning Strategy (GRPQS) restructures the classroom context from a passive into an engaging environment, where the students are empowered to actively participating in their learning process.

Objective: To investigate the impact of GRPQS on the pediatric nursing students' self-esteem and metacognitive awareness.

Design: A Quasi-experimental, pre-posttest, two groups research was carried out at University of Bahrain.