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Group presentations constitute a foundational element of collaborative learning in higher education, offering students opportunities to develop communication, teamwork and analytical skills. Despite their pedagogical value, the assessment of individual contributions within group work remains complex and frequently contested. Peer evaluation has emerged as a viable strategy to address these challenges, promoting transparency, ethical reasoning and learner engagement. This paper presents an evidence-informed framework for integrating peer evaluation into group presentations, with particular relevance to professional education contexts such as nursing, where collaborative competence and reflective practice are essential.