Background: Peer review is an expectation of PhD-prepared nurses but a lack of evidence in the best methods to train students is of concern. Method: Guided by the ADDIE ( A nalysis, D esign, D evelopment, I mplementation, and E valuation) model, faculty at two universities developed, implemented, and evaluated a peer review assignment for 22 second-year PhD nursing students. Quantitative and qualitative data were collected and analyzed using descriptive statistics and content analysis. Results: Students reported the process of peer review was beneficial (82%) because it informed their own writing (59%), assisted them to read more critically (73%), and increased their appreciation of the role of peer review in the revision process (77%). Giving constructive feedback was difficult for students, but the feedback they received was helpful. Conclusion: Peer review is important to the development of science and an expectation of PhD-prepared nurses. Methods to include peer review in education are needed. [ J Nurs Educ. 2016;55(6):342–344.]
