Abstract
Maintaining the quality and integrity of student credentials in professional fields like nursing is essential. Managing moderation processes across large teams in nursing education presents social and logistical challenges. These are compounded by variations in quality and clarity of institutional guidance. This integrative review collated moderation practices described in the literature and assessed the quality of published moderation guidelines. Moderation discourse and recommendations for large course moderation practices were also explored. We evaluated 27 institutional guidelines with varied quality, limited stakeholder involvement and limited rigour. Of the 19 extracted articles, moderation discourse focused on quality, equity, justification, process, professional development and shared understanding. The literature demonstrates that marking beliefs impacts marking decisions. Moderation requires clear support, rubrics and guidance to enhance markers understanding and practice. Professional development and pre-teaching discussion is of value. Consensus moderation enables shared understanding and implementation.