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Strategies for Developing Journal Peer Reviewers: A Scoping Review
Elizabeth A Gazza1, April D Matthias, Jeff Griffin
1About the Authors Elizabeth A. Gazza, PhD, RN, LCCE, FACCE, ANEF, is associate director for faculty and staff development and a professor, School of Nursing, University of North Carolina Wilmington, Wilmington, North Carolina. April D. Matthias, PhD, RN, CNE, is associate professor and program coordinator, MSN-NE Program, School of Nursing, University of North Carolina Wilmington. Jeff Griffin, MLIS, is data management specialist, University of North Carolina Wilmington. Katie Chick, MSN, RN, is a clinical instructor, North Carolina. The authors acknowledge the education and support provided by John Osinski, UNCW nursing librarian, and Lynnee Argabright, UNCW data librarian and team lead of scholarly research services. For more information, contact Dr. Gazza at gazzae@uncw.edu .
Aim:
This scoping review examined development strategies for preparing reviewers to critically appraise the content of manuscripts submitted to peer-reviewed journals.
Background:
The journal peer review process is the crux of building the science of nursing education to inform teaching and learning.
Method:
Using the Joanna Briggs Institute procedure for scoping reviews, five databases were searched for articles published in English in peer-reviewed health sciences journals between 2012 and 2022 that included strategies for developing journal peer reviewers.
Results:
Of the 44 articles included in the review, a majority were commentaries (52%) published by medicine (61%), followed by nursing (9%) and multidisciplinary journals (9%). Reviewer development strategies aligned with three themes: pedagogical approaches, resources, and personal practices.
Conclusion:
Although multiple disciplines addressed peer reviewer development, a comprehensive and effective approach was not reported in the reviewed literature. The findings can inform a multilevel reviewer development program led by academic nurse educators.
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