Abstract
Purpose: Peer critique is used globally in academia to enforce rigor and standards of scholarship (Morley & Grammar, 2021). To improve scholarly writing for DNP students, sections of a literature review paper were submitted during the quarter for peer review in an online writing course. The benefits of peer review include the opportunity to receive and give feedback (Tornwall & McDaniel, 2021; Trotter, 2021). Supportive feedback between DNP students can be challenging due to lack of knowledge about the peer review process (Tornwall et al., 2021). Quality of the peer feedback can influence whether students feel they have learned from the experience (Wang et al., 2023). The purpose of this review was to examine the effectiveness of peer critique as a formative assessment.
Methods: Discussion responses were retrospectively reviewed for 45 DNP students enrolled in an online writing course between 2023 and 2024. The students completed four peer critique assignments on the introduction, methods, results, and discussion/conclusion sections of their literature review paper. A grading rubric was provided, and students were automatically assigned a different peer reviewer for each section.
Results: Student comments regarding the peer critique process yielded three main themes: balancing feedback, gaining confidence, and valuing growth in writing. Students indicated that balancing constructive feedback with overly critical comments was challenging at first. Gaining confidence was noted as a benefit of the peer critique process. Students emphasized that providing feedback that was relevant and useful to their peers challenged their personal confidence, yet yielded an opportunity to improve their own writing. Students valued the feedback and emphasized that it led to a supportive environment where they could grow by acknowledging strengths and addressing weaknesses. Personal growth with writing ability became the overarching theme amongst student comments.
Conclusion: The peer critique process has been a successful part of an online DNP writing course, allowing students to provide positive, constructive feedback on scholarly work while increasing confidence and ability with writing skills. Recommendations for further research include developing an anonymous survey to gain qualitative data and a broader perspective regarding how to effectively use the peer critique process in clinical as well as academic courses in both graduate and undergraduate nursing programs.
Notes
References:
Morley, C. P., & Grammer, S. (2021). Now more than ever: Reflections on the state and importance of peer review. PRiMER (Leawood, Kan.), 5, 36. https://doi.org/10.22454/PRiMER.2021.216183
Tornwall, J., & McDaniel, J. (2022). Key strategies in scholarly writing instruction for doctor of nursing practice students: A q-methodology study. Nurse Education Today, 108, 105192. https://doi.org/10.1016/j.nedt.2021.105192
Tornwall, J., Xie, K., Yu, S. L., Stein, D., Zurmehly, J., & Nichols, R., BS. (2021). Effects of knowledge and value on quality of supportive peer feedback. Nurse Educator, 46(3), 174–179. https://doi.org/10.1097/NNE.0000000000000897
Trotter, T. L. (2021). Using the peer review process to educate and empower emerging nurse scholars. Journal of Professional Nursing, 37(2021), 488–492. https://doi.org/10.1016/j.profnurs.2020.10.009
Wang, Y., Komol, G. J., & Voltz, D. (2023). Peer critique in an online environment: Nature of student critiques and their perceptions of the process. Journal of Educational Technology Systems, 52(1), 5–26. https://doi.org/10.1177/00472395231175157
Sigma Membership
Gamma Alpha
Type
Poster
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Translational Research/Evidence-based Practice
Keywords:
Teaching and Learning Strategies, Virtual Learning, Writing, DNP Students, Peer Critique, Scholarship
Recommended Citation
Sarpy, Nancy and Ripley, Karen, "Peer Critique Effectiveness in an Online DNP Writing Course" (2025). International Nursing Research Congress (INRC). 180.
https://www.sigmarepository.org/inrc/2025/posters_2025/180
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Peer Critique Effectiveness in an Online DNP Writing Course
Seattle, Washington, USA
Purpose: Peer critique is used globally in academia to enforce rigor and standards of scholarship (Morley & Grammar, 2021). To improve scholarly writing for DNP students, sections of a literature review paper were submitted during the quarter for peer review in an online writing course. The benefits of peer review include the opportunity to receive and give feedback (Tornwall & McDaniel, 2021; Trotter, 2021). Supportive feedback between DNP students can be challenging due to lack of knowledge about the peer review process (Tornwall et al., 2021). Quality of the peer feedback can influence whether students feel they have learned from the experience (Wang et al., 2023). The purpose of this review was to examine the effectiveness of peer critique as a formative assessment.
Methods: Discussion responses were retrospectively reviewed for 45 DNP students enrolled in an online writing course between 2023 and 2024. The students completed four peer critique assignments on the introduction, methods, results, and discussion/conclusion sections of their literature review paper. A grading rubric was provided, and students were automatically assigned a different peer reviewer for each section.
Results: Student comments regarding the peer critique process yielded three main themes: balancing feedback, gaining confidence, and valuing growth in writing. Students indicated that balancing constructive feedback with overly critical comments was challenging at first. Gaining confidence was noted as a benefit of the peer critique process. Students emphasized that providing feedback that was relevant and useful to their peers challenged their personal confidence, yet yielded an opportunity to improve their own writing. Students valued the feedback and emphasized that it led to a supportive environment where they could grow by acknowledging strengths and addressing weaknesses. Personal growth with writing ability became the overarching theme amongst student comments.
Conclusion: The peer critique process has been a successful part of an online DNP writing course, allowing students to provide positive, constructive feedback on scholarly work while increasing confidence and ability with writing skills. Recommendations for further research include developing an anonymous survey to gain qualitative data and a broader perspective regarding how to effectively use the peer critique process in clinical as well as academic courses in both graduate and undergraduate nursing programs.
Description
DNP students participated in peer critique for sections of their literature review paper in an online writing course. Discussion responses were retrospectively reviewed for 45 DNP students. Three main themes were revealed: balancing feedback, gaining confidence, and valuing growth in writing. The peer critique process has been found to be effective as a formative assessment for student scholarly writing.