This paper investigates selected teaching/learning tools (essay, poster and exam), the experiences of learning Physiology, and peer assessment of group work activity by Zimbabwean undergraduate nursing students. Methods: Questionnaires and per observation were performed. Out of a total of 22 Zimbabwean Nursing students (2008–2009) 13 were female (59.1%). This differed from the general expected whole class DipHE male:female ratio of ca. 10:90%. Initially, there was a total of 7 (31.8% of the total) Zimbabwean students who wished to participate in the exercise overall. The rest followed except for one. The reinforcing of understanding, memory and application of Physiological principles was well performed and appreciated for the design of posters. Group work would, via task apportionment, tap member’s strengths and allow discussions of the areas that were poorly understood. The logical framework in a poster, referenced with pertinent papers, would enable one to determine and reflect on the individual patient’s journey. As Physiology was examinable, students desired to practice MCQ questions in order to attain a gist of the exam layout. Although the usefulness and assessment of essays was excellent, students perceived them as individualistic tasks and failed to appreciate that a good essay could also be constructed via apportionment of section writing tasks to student members within a group. The use of small groups in this study allowed students to appreciate the importance of Physiological knowledge to effectively interpret clinical inter-relationships.