This research project focuses on the utilization of the peer review process, specifically embedding the process into assignments designed for delivery in distance graduate courses. Three graduate faculty designed a case study activity which was delivered in six courses delivered in three different semesters. The assignment instructed students to read a case study and provide a response in a discussion forum. Students were then asked to review a peer’s post. The peer-review utilized the Reflect, Inquire, Suggest, and Elevate (RISE) feedback model (Wray, 2013) as a structured way for students to develop the skills to deliver formative feedback as a way to review the work of their peers.

Undergraduate and graduate nursing students, especially those learning in online environments, are often required to provide peer feedback as part of their coursework. Providing peer feedback can develop a student reviewer's own knowledge, skills, and abilities and help the receiver of the feedback improve their work.

Teaching is an important aspect of a nurse’s role; they teach patients, their families, and novice nurses or newly hired nurses (Irvine et al., 2017). Students must learn the process of teaching in nursing school and develop teaching as they move through different clinical experiences.