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. However, these outcomes may not be achieved as many students may struggle to offer meaningful feedback and feel uncomfortable critiquing another's work. A potential solution includes giving students a model to structure their replies. Developed by Wray,1 the RISE (reflect, inquire, suggest, elevate) Model uses Bloom's taxonomy to structure peer-to-peer feedback and promote meaningful responses. First, students reflect by recalling and thinking about what they liked, disliked, agreed, and disagreed with in their peer's work. Next, students inquire by seeking and providing ideas and information using questioning. From there, students suggest improvements to their peer's current work and then elevate their peer by proposing how they can create a better work in the future. The author implemented this model with graduate nurse educator students; the clear and simplistic structure helped peer reviewers promote their abilities and helped those receiving the feedback. The RISE Model can help undergraduate and graduate nursing students provide more meaningful peer-to-peer feedback, thereby enhancing outcomes.

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