Document review is a qualitative research method that enables educators in higher education to systematically examine and interpret materials related to teaching, curriculum design and institutional policy.1 While traditionally applied to archival and policy documents, its scope has expanded to include institutional reports, digital learning resources and educational media.2 3 For nursing educators, particularly those engaged in pedagogical research, document review offers a practical, non-intrusive means of examining curriculum alignment, teaching practices and administrative processes without direct participant involvement. In an era of growing demands for accountability, quality assurance and evidence-based teaching, document review serves as a valuable tool for critically exploring how institutional documents reflect broader pedagogical trends and priorities.4 Therefore, this paper provides a practical guide for nursing educators on applying document review as a qualitative research method to support pedagogical research using student evaluation of teaching...