Asynchronous Peer Review Feedback in an Undergraduate Nursing Course

Abstract

Background: Because patient care depends on nurses' ability to effectively communicate, nursing students need opportunities to develop written and oral communication skills through low-stakes activities. However, content-intensive classes and clinical schedules are obstacles to explicit writing support. Online asynchronous peer review can be an effective solution. Purpose: Students participated in an online asynchronous peer review intervention. Students reported their perceptions of the peer review and subsequent revisions. Methods: The authors developed a peer review activity, designed to guide students to give online asynchronous feedback. Students evaluated its effectiveness and value through pre- and posttest surveys. Results: Ninety-four percent (n = 68) of participants reported peer review as beneficial to the writing process, with 74% reporting they revised their writing in meaningful ways. Students felt peer feedback was useful, positive, valid, and reliable. Conclusion: Findings suggest that even when delivered asynchronously online, peer review can support nursing students' writing process and scaffold content learning.