Curriculum transformation in higher education institutions contributes to enhancing the quality of graduates and prepares them to address emerging socioeconomic and health challenges in different communities. [1,2] The successful execution of a transformed curriculum depends on the capability of the faculty as the drivers of curriculum implementation. [3] However, transforming the curriculum from one learning theory to another that is underpinned by different principles and pedagogical approaches can challenge the educators' existing skill set. Ill-equipped faculty may struggle to implement the curriculum as intended, thereby necessitating support strategies to enhance their abilities to appropriately enact the transformed curriculum. Therefore, educational institutions embarking on curriculum transformation need to proactively formulate clear strategies for relevant ongoing faculty development to support the change process. [4] However, planning and undertaking formal faculty development and capacitybuilding interventions in low-and middle-income countries (LMICs) may be deterred by limited resources. Therefore, LMICs embarking on curriculum transformation may benefit from affordable support strategies such as peer support.Evidence shows that peer support can sustain and improve the outcomes of an innovation. [5][6][7] Peers can support one another through encouragement and by providing emotional support and information to improve knowledge and skills. Such support activities and exemplar behaviour may increase peers' self-efficacy and enhance the implementation of the change process. Bandura [8] highlights vicarious experience and verbal persuasion as some of the means by which peers can support one another. Peer support activities could be compromised by the absence of a structured approach. The researchers argue that guidelines for peer support can give direction and enhance the interactions of peers during the change process, as with curriculum innovation. This article describes the guidelines for peer support developed for educators engaged in curriculum change in nursing education in Lesotho, a low-income country in southern Africa.The context of this study is the implementation of curriculum innovation in the midwifery programme in Lesotho. In 2014, nursing education institutions in Lesotho implemented the first competency-based curriculum (CBC) in the 1-year midwifery programme. The transformed curriculum required a new skill set among nurse educators, who were at different levels of readiness. However, the institutions had no deliberate plan for ongoing support or faculty development. Naturally, the early adopters of the new curriculum provided unstructured support to their peers. Although the unstructured peer support during the midwifery CBC was successful, there were some limitations, such as lack of administrative commitment, lack of accountability and lack of monitoring and evaluation (M&E). [9] MethodsThe practice guidelines were developed through a qualitative research design using multiple data...

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