The long-term quality of life of dialysis patients is closely linked to their self-management abilities, such as fluid intake control, medication compliance, and fistula care. Traditional health education models for dialysis patient care, characterized by one-way instruction and a lack of interaction, often result in low patient compliance and inadequate knowledge acquisition. Peer instruction, as a patient-centered educational strategy, leverages the emotional resonance of “shared experiences” and the demonstrative effect of peers, and has been proven effective in improving self-management behaviors among chronic disease patients. This study focuses on the dialysis patient population, integrating clinical practice and technological innovation to deeply analyze the application pathways, effectiveness, and challenges of peer instruction. It aims to provide new ideas and methods for enhancing the quality of nursing education for dialysis patients, thereby improving their knowledge acquisition, self-care abilities, treatment compliance, and overall quality of life.