critical thinking in reflection

• Rasmussen University
• Transferable Skills*
• Critical Thinking
• Steps 1 & 2: Reflection and Analysis

Critical Thinking: Steps 1 & 2: Reflection and Analysis

• Step 3: Acquisition of Information
• Step 4: Creativity
• Step 5: Structuring Arguments
• Step 6: Decision Making
• Steps 7 & 8: Commitment and Debate
• In the Classroom
• In the Workplace

Identify, Reflect, and Analyze

• Step 1: Reflect
• Step 2: Analyze

Step 1: Reflecting on the Issue, Problem, or Task

Reflection is an important early step in critical thinking. There are various kinds of reflection that promote deeper levels of critical thinking (click on the table to view larger):

Brockbank, A., & McGill, I. (2007).  Facilitating Reflective Learning in Higher Education . Maidenhead, England: McGraw-Hill Education.

Ask yourself questions to identify the nature and essence of the issue, problem, or task. Why are you examining this subject? Why is it important that you solve this problem? 

Reflective Thinking

Game:   There is 1 random word below.  Use it as inspiration to think of something it would be interesting if we never had in this world.

Challenge:   For extra challenge, reply to someone else’s suggestion and predict how life would be different if it never was.  Try and think big.  Think about profound and extreme ways in which the world may be different.

Strategy: We often think about how life would be better if only we had X (X being something we would quite like).  It can be a fun way to pass the time but it tends to involve adding something new to our lives.  Let's go the other way around and subtract something instead.  But instead of something desirable it will be something that we take for granted, something simple.  Then trying to predict how it would have a profound effect changing the world around us becomes an act in following a chain reaction of influences.  Creativity often involves having keen insights into how everything influences and affects everything around it in often unobvious ways.  This little game is a good way to practice that thinking.

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• Last Updated: Aug 1, 2024 9:49 AM
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5 Activities That Promote Reflection in the Classroom

The metacognitive work of reflecting on learning boosts engagement and encourages the development of critical thinking skills.

Reflection is a powerful tool for enhancing learning and knowledge acquisition and is essential for teachers and students. When students engage in reflective thinking, they are better able to analyze and evaluate their experiences, which enables them to extract meaning and actively process what they have learned and to make sense of it. By taking the time to engage in the metacognitive practice of thinking and reflecting on learning, students can make more meaningful connections and gain a deeper understanding of the material, leading to greater long-term retention and application of knowledge.

Reflection also helps students develop metacognitive and social and emotional skills, such as self-awareness and self-regulation, by identifying areas for improvement and setting new goals. These are all important skills for lifelong learning.

5 Learning Activities that Can Foster reflection

To promote reflection, there are many options available that provide students with choices in how to share what they have learned and to engage in reflective practice. 

1. Blogging. For students who enjoy writing or jotting down ideas, blogging or journaling can be a great choice. Whether students contribute to a class blog or share it only with their teacher, it enables students to practice their writing skills, reflect on their learning, and potentially receive feedback from their peers. The blog can be on a topic related to their coursework, such as a book review, a reflection on a field trip, or a summary of a research project and what they learned and how the experience was for them.

WeVideo is a neat way for students to compile a series of video reflections and have an artifact of their learning to look back on throughout the year. It also promotes student choice and building digital skills with its editing tools and features. Students can even collaborate with classmates as they reflect. 

2. Digital storytelling. Digital storytelling is a popular and engaging option for students who are looking to showcase their knowledge through multimedia. With digital storytelling, students are empowered with choices in how to create a visual representation of their learning in a fun, engaging, and meaningful way. Depending on the tool used, students can include images, video, and audio to share thoughts and reflections of learning. 

StoryJumper is a digital storytelling platform that promotes student choice and voice in learning. Students can choose different background scenes, characters, and props and record audio for their books. Books can easily be shared with a QR code. 

3. Making mind maps. Creating graphic organizers or mind maps can be another way to boost visualization of learning and for students to present their thought processes, ideas, and connections between different concepts they have learned. Mind maps can promote critical thinking and creativity skills, as well as helping students evaluate how well they understand complex topics and develop a deeper understanding of the material.

Ideamapper is a tool that can be used by students and teachers for creating a mind map. There are many templates available to start with that make it easy to process learning, creating visualizations that help students reflect on concepts learned and make connections, leading to better content retention. 

4. Podcasting. For students who prefer speaking rather than writing to communicate their thoughts and ideas, podcasts are a great option. I started my own podcast as a way to reflect on my teaching practices and also to share what I was learning and how it impacted my classroom. By creating a podcast, students can explore their communication skills, delve deeper into a topic, and have a thoughtful discussion with classmates or simply a conversation with themselves that they can listen to and process for further reflection.

Students can create an episode to talk about a current event or a specific area of study, or to self-assess their learning experiences. Students can provide their unique perspective and insights on a topic while refining their speaking and communication skills. They will articulate their ideas more clearly, structure their thoughts, and engage in conversation, all of which also benefit their SEL skills.

Soundtrap for Education offers students and teachers many resources for getting started with podcasting in the classroom. Soundtrap also has lesson plans on a variety of topics and content areas for educators to explore and start podcasting with students right away.

5. Building digital portfolios. Digital portfolios are a great way to have students track their progress. Through a portfolio, they can build a narrative of their work and have a space to reflect on their progress and set goals.

Spaces EDU is a digital portfolio platform that helps teachers gain a deeper understanding of students’ interests, needs, and learning styles. Students can track their growth over time, identifying strengths and areas where they can set new goals. This information is critical in supporting reflective practice, allowing teachers to adjust their teaching strategies to better serve each student’s unique needs. 

Wakelet offers many possibilities for classroom use. Students can have their own Wakelet to add artifacts of work and create a digital portfolio, as well as record Flip videos to reflect on their learning. Flip has been a very beneficial tool in my classroom for several years. Whether students record videos to share their ideas or respond to prompts, it offers many choices that provide authentic and engaging learning and reflection opportunities for students. 

Benefits of reflection

Reflection promotes self-awareness and self-improvement and helps students identify strengths and weaknesses, set goals, and develop strategies to improve their learning outcomes. We want students to take ownership of their learning and become more active and engaged learners.

Reflective practices also enhance critical thinking and problem-solving skills. When we engage in the metacognitive process of thinking about thinking, we develop greater awareness of our learning experiences. Students will develop a habit of self-reflection that will enable them to better adapt to new challenges, learn from experiences, and continue to grow and develop as they prepare for the future.

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Critical Reflection

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Writing Critical Reflection

Reflective writing is a common genre in classrooms across disciplines. Reflections often take the form of narrative essays that summarize an experience or express changes in thinking over time. Initially, reflective writing may seem pretty straightforward; but since reflective writing summarizes personal experience, reflections can easily lose their structure and resemble stream-of-consciousness journals capturing disjointed musings focused on only the self or the past.   

Critical reflection still requires a writer to consider the self and the past but adopts an argumentative structure supported by readings, theories, discussions, demonstrated changes in material conditions, and resources like post-collaboration assessments, testimonial evidence, or other data recorded during the collaboration . Common arguments in critical reflections present evidence to demonstrate learning, contextualize an experience, and evaluate impact. While critical reflections still require authors to reflect inwardly, critical reflection go es beyond the self and examine s any relevant contexts that informed the experience. Then, writers should determine how effectively their project addressed these contexts. In other words, critical reflection considers the “impact” of their project: How did it impact the writer? How did it impact others? Why is the project meaningful on a local, historical, global, and/or societal level? H ow can that impact be assessed?  

In short: reflection and critical reflection both identify the facts of an experience and consider how it impacts the self. Critical reflection goes beyond this to conceive of the project’s impact at numerous levels and establish an argument for the project’s efficacy. In addition, critical reflection encourages self-assessment—we critically reflect to change our actions, strategies, and approaches and potentially consider these alternative methods.  

Collecting Your Data: Double-Entry Journaling

Double-entry journaling is a helpful strategy for you to document data, observations, and analysis throughout the entire course of a community-based project. It is a useful practice for projects involving primary research, secondary research, or a combination of both. In its most basic form, a double-entry journal is a form of notetaking where a writer can keep track of any useful sources, notes on those sources, observations, thoughts, and feelings—all in one place.  

For community-based projects, this might involve:  

• Recording your observations during or after a community partner meeting in one column of the journal.  
• Recording any of your thoughts or reactions about those observations in a second column.   
• Writing any connections you make between your observations, thoughts, and relevant readings from class in a third column.  

This allows you to document both your data and your analysis of that data throughout the life of the project. This activity can act as a blueprint for your critical reflection by providing you with a thorough account of how your thinking developed throughout the life of a project.   

The format of a double-entry journal is meant to be flexible, tailored to both your unique notetaking practice and your specific project. It can be used to analyze readings from class, observations from research, or even quantitative data relevant to your project.  

Just the Facts, Please: What, So What, Now What

Getting started is often the hardest part in writing. To get your critical reflection started, you can identify the What , So What , and Now What? of your project. The table below presents questions that can guide your inquiry . If you’re currently drafting, we have a freewriting activity below to help you develop content.  

Freewrite your answers to these questions; that is, respond to these questions without worrying about grammar, sentence structure, or even the quality of your ideas. At this stage, your primary concern is getting something on the page. Once you’re ready to begin drafting your critical reflection, you can return to these ideas and refine them.  

Below are some additional prompts you can use to begin your freewriting. These reflection stems can organize the ideas that you developed while freewriting and place them in a more formal context.  

• I observed that...  
• My understanding of the problem changed when...  
• I became aware of (x) when....  
• I struggled to...  
• The project's biggest weakness was…  
• The project's greatest strength was…   I learned the most when...  
• I couldn't understand...  
• I looked for assistance from...  
• I accounted for (x) by...  
• I connected (concept/theory) to...  
• (Specific skill gained) will be useful in a professional setting through…  

Analyzing Your Experience: A Reflective Spectrum

Y our critical reflection is a space to make an argument about the impact of your project . This means your primary objective is to determine what kind of impact your project had on you and the world around you. Impact can be defined as the material changes, either positive or negative, that result from an intervention , program , or initiative . Impact can be considered at three different reflective levels: inward, outward, and exploratory.

Inward reflection requires the writer to examine how the project affected the self. Outward reflection explores the impact the project had on others. Additionally, you can conceptualize your project’s impact in relation to a specific organization or society overall, depending on the project’s scope. Finally, exploratory reflection asks writers to consider how impact is measured and assessed in the context of their project to ultimately determine: What does impact look like for the work that I’m doing? How do I evaluate this? How do we store, archive, or catalog this work for institutional memory? And what are the next steps?  

This process is cyclical in nature; in other words, it’s unlikely you will start with inward reflection, move to outward reflection, and finish with exploratory reflection. As you conceptualize impact and consider it at each level, you will find areas of overlap between each reflective level.   

Finally, if you’re having trouble conceptualizing impact or determining how your project impacted you and the world around you, ask yourself:   

• What metrics did I use to assess the "impact" of this project? Qualitative? Quantitative? Mixed-methods? How do those metrics illustrate meaningful impact?  
• How did the intended purpose of this project affect the types of impact that were feasible, possible, or recognized?  
• At what scope (personal, individual, organizational, local, societal) did my outcomes have the most "impact"?  

These questions can guide additional freewriting about your project. Once you’ve finished freewriting responses to these questions, spend some time away from the document and return to it later. Then, analyze your freewriting for useful pieces of information that could be incorporated into a draft.  

Drafting Your Critical Reflection

Now that you have determined the “What, So What, Now What” of your project and explored its impact at different reflective levels, you are ready to begin drafting your critical reflection.  

If you’re stuck or find yourself struggling to structure your critical reflection, the OWL’s “ Writing Process ” [embe ded link ] resource may offer additional places to start. That said, another drafting strategy is centering the argument you intend to make.  

Your critical reflection is an argument for the impact your project has made at multiple levels; as such, much of your critical reflections will include pieces of evidence to support this argument. To begin identifying these pieces of evidence, return to your “reflection stem” responses . Your evidence might include :  

• H ow a particular reading or theory informed the actions during your partnership ;  
• How the skills, experiences, or actions taken during this partnerhsip will transfer to new contexts and situations;  
• Findings from y our evaluation of the project;  
• Demonstrated changes in thoughts, beliefs, and values, both internally and externally;  
• And, of course, specific ways your project impacted you, other individuals, your local community, or any other community relevant to the scope of your work.  

As you compile this evidence, you will ulti mately be compiling ways to support an argument about your project’s efficacy and impact .  

Sharing Your Critical Reflection

Reflective writing and critical reflections are academic genres that offer value to the discourse of any field. Oftentimes, these reflective texts are composed for the classroom, but there are other venues for your critical reflections, too.  

For example, Purdue University is home to the Purdue Journal of Service-Learning and International Engagement ( PJSL ) which publishes student reflective texts and reflections with research components. Although PJSL only accepts submissions from Purdue students, other journals like this one may exist at your campus. Other venues like the Journal of Higher Education Outreach and Impact publish reflective essays from scholars across institutions, and journals in your chosen discipline may also have interest in reflective writing.  

Document explaining the theories, concepts, literature, strategies that informed the creation of this content page.  

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Reflective Practice: A Critical Thinking Study Method

In the ever-evolving landscape of education and self-improvement, the quest for effective study techniques is unceasing. One such technique that has gained substantial recognition is reflective practice. Rooted in the realms of experiential learning and critical thinking, reflective practice goes beyond pure memorisation and aims to foster a deeper understanding of concepts.

In this article, we’ll explore the essence of reflective practice as a study technique and how it can be harnessed to elevate the learning experience.

What is Reflective Learning?

The concept of reflective practice has been explored by many researchers , including John Dewey. His work states that reflective learning is more than just a simple review of study material. It's an intentional process that encourages students to examine their experiences, thoughts, and actions. This process aims to uncover insights and connections that lead to enhanced comprehension. The essence of reflective practice lies in its ability to turn information consumption into an active cognitive exercise that leads to the understanding and retention of information.

At its core, reflective learning involves several key steps:

• Experience : the first step to reflective learning is to engage with the material, whether it's a lecture, a reading, a discussion, or any other learning experience.
• Reflection : after engaging with the material to be understood it’s important to take time to ponder and evaluate the experience. This involves questioning what was learnt, why it was learnt, and how it fits into the larger context of the subject matter.
• Analysis : once the information has been questioned, it’s important to dive deeper into the experience by analysing the components, concepts, and connections. Explore how the new information relates to what you already know.
• Synthesis : it’s then time to integrate the new knowledge with your existing understanding, creating a cohesive mental framework that bridges the gaps between concepts.
• Application : it’s then important to consider how this newly acquired knowledge can be applied in real-life scenarios or to solve problems, thus enhancing its practical relevance.
• Feedback and adjustment : the final step is to reflect on the effectiveness of the learning process. What worked well? What could be improved? This step encourages continuous refinement of your study techniques.

The Benefits of Reflective Practice

There are a variety of benefits that reflective practice can offer students as they attempt to understand and retain new information, making the studying process much more effective. 

Deeper Understanding

Reflective practice prompts students to go beyond surface-level comprehension. By dissecting and analysing the material, students are able to gain a more profound understanding of the subject matter. When engaging in reflective practice, you're not just skimming the surface of the information; you're actively delving into the core concepts, identifying underlying relationships, and unravelling the intricacies of the topic.

Imagine you're reading a challenging chapter in your history textbook.Rather than quickly flipping through the pages, using reflective practice would mean taking a moment to think about why this historical event is important. You might wonder how it connects to events you've learnt about before, and how it might have shaped the world we live in today. By taking the time to really think about these things, you'll start to see patterns and connections that make the topic much more interesting and understandable. 

Critical Thinking

This technique nurtures critical thinking skills by encouraging individuals to evaluate and question information, enhancing their ability to think logically and make informed judgements. Critical thinking involves analysing information, assessing its validity and reliability, and discerning its relevance. Reflective practice compels you to question the material, explore its underlying assumptions, and consider different perspectives.

If we once again use history as an example, a reflective practice will prompt you to question the biases of the sources, evaluate the motivations of the individuals involved, and critically assess the long-term impact of the event. These analytical skills extend beyond academia, enriching your ability to evaluate information in everyday situations and make informed decisions.

Long-Tern Retention

Engaging with material on a reflective level enhances memory retention. When you actively connect new information to existing knowledge, it becomes more ingrained in your memory. This process is often referred to as ‘elaborative rehearsal’, where you link new information to what you already know, creating meaningful connections that make the material easier to recall in the future.

For example, when learning a new language, reflecting on how certain words or phrases relate to your native language or personal experiences can help you remember them more effectively.

Personalisation

Reflective practice is adaptable to various learning styles. It allows students to tailor their approach to fit their strengths, preferences, and pace. This is because reflective practice is a self-directed process, allowing you to shape it in ways that align with your individual learning style .

For instance, if you're a visual learner, you might create concept maps or diagrams during your reflective sessions to visually represent the connections between ideas. However, if you're an auditory learner, you might prefer recording your reflections as spoken thoughts.

Real-Life Application

By encouraging students to consider how knowledge can be applied practically, reflective practice bridges the gap between theoretical learning and real-world scenarios. This benefit is especially valuable as you are preparing to tackle challenges beyond the classroom .

For example, if you're studying economics, reflective practice prompts you to think about how the principles you're learning can be applied to analyse current economic issues or make informed personal financial decisions.

Self-Awareness

Reflective practice cultivates self-awareness, as students learn about their thought processes, learning preferences, and areas of growth. As you reflect on your learning experiences, you become attuned to how you absorb information, what strategies work best for you, and where you might encounter challenges.

How to Apply Reflective Learning

Reflective learning can easily be integrated into your study routine, all it takes is a bit of planning, time and patience in order to get used to it. 

Set Aside Time

Dedicate specific time slots for reflective practice in your study routine. This could be after a lecture, reading a chapter, or completing an assignment.

Allocating dedicated time for reflective practice ensures that you prioritise this valuable technique in your learning process. After engaging with new material, take a few moments to step back and contemplate what you've learnt. This practice prevents information overload and provides an opportunity for your brain to process and make connections. 

For example, if you've just attended a lecture, set aside 10–15 minutes afterwards, or as soon as you can, to reflect on the main points, key takeaways, and any questions that arose during the session.

Create a Reflection Space

Creating a conducive environment for reflection is crucial. Find a quiet and comfortable space where you can concentrate without interruptions. Having a designated journal or digital note-taking app allows you to capture your thoughts systematically. 

A voice recorder can be particularly helpful for those who prefer verbalising their reflections. 

The act of recording your reflections also adds a layer of accountability, making it easier to track your progress over time.

Ask Thoughtful Questions

Asking insightful questions is at the heart of reflective practice. Challenge yourself to go beyond the superficial understanding of a concept by posing thought-provoking inquiries. 

For instance, if you've just read a chapter in a textbook, consider why the concepts covered are significant in the larger context of the subject. Reflect on how these ideas relate to your prior knowledge and experiences. Additionally, explore real-world scenarios where you could apply the newfound knowledge. This will enhance your comprehension and problem-solving skills.

Review Regularly

Revisiting your reflections is akin to reviewing your study notes. Regularly returning to your reflections reinforces your understanding of the material. Over time, you might notice patterns in your thinking, areas where you consistently struggle, or subjects that spark your curiosity. 

This insight can guide your future study sessions and help you allocate more time to topics that need a little more attention.

Engage in Dialogue

Sharing your reflections with others opens the door to valuable discussions. Conversations with peers, parents, teachers, or mentors offer different viewpoints and insights you might not have considered on your own. Explaining your thoughts aloud also helps consolidate your understanding, as articulating concepts requires a deeper level of comprehension. 

Ultimately, engaging in dialogue enriches your learning experience and enables you to refine your thoughts through constructive feedback.

A Reflective Learner is A Life Long Learner

Reflective learning has the remarkable ability to cultivate a love for learning and foster a lifelong learner mindset. 

This method will encourage you to actively engage with your learning experiences, critically examine your knowledge, and apply insights to real-life situations. This process of examination, questioning, and application will nurture intrinsic motivation , curiosity, and ownership of learning. 

This will also empower you to view challenges as opportunities for growth and to embrace a mindset of continuous improvement. This joy of discovery, combined with collaborative interactions, can also strengthen your sense of community and amplify the satisfaction you derive from the learning process. 

Ultimately, reflective practice instils a belief in the value of lifelong learning, encouraging you to seek out new knowledge, explore diverse fields, and continuously evolve intellectually and personally.

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A Step-by-Step Guide to Critical Reflection

Introduction

Critical reflection is the process of analyzing and evaluating an experience in order to gain a deeper understanding of oneself and the situation. It involves taking a step back, examining the experience from different perspectives, and considering the different factors that influenced the outcome. Critical reflection helps us to learn from our experiences and make better choices in the future.

The importance of critical reflection cannot be overstated. It is a vital tool for personal and professional development, and it is essential for anyone who wants to grow and improve. This guide will provide a step-by-step process for practicing critical reflection, as well as tips and strategies for making the most of the process.

If you’re ready to start your journey of self-improvement and growth, this guide is for you. By following the steps outlined here and investing time and effort into the process of critical reflection, you can gain a deeper understanding of yourself, your experiences, and the world around you. So let’s get started!

What is Critical Reflection?

Critical reflection is a process of analyzing and evaluating a particular experience, situation, or problem in a thoughtful and structured way. It involves identifying your own assumptions and biases, as well as considering alternative perspectives and potential areas for improvement.

Definition of Critical Reflection

Simply put, critical reflection is a process of thinking deeply and critically about a particular experience or issue in order to gain insight and improve future outcomes. It is a self-directed and ongoing process that encourages individuals to evaluate their own actions, beliefs, and assumptions in a non-judgmental way.

Characteristics of Critical Reflection

Critical reflection is characterized by several important qualities, including:

• Critical thinking: It involves analyzing and evaluating information in a thoughtful and objective manner.
• Self-awareness: It requires individuals to be aware of their own assumptions and biases, as well as the impact of their actions on others.
• Open-mindedness: It encourages individuals to consider alternative perspectives and ideas, rather than relying solely on their own experiences and beliefs.
• Reflection: It involves taking the time to reflect on a particular experience or issue in order to gain insight and improve performance.

Process of Critical Reflection

Critical reflection is a process that involves several steps to analyze an experience or problem. Below is a step-by-step guide for critical reflection:

Identify the problem or experience to reflect on: The first step in critical reflection is to identify a particular experience or problem to reflect on. This could be a work-related issue, a personal experience, or a situation that occurred in your community.

Describe the experience in detail: Once you have identified the experience or problem to reflect on, the next step is to describe it in detail. This involves identifying the key players, events, and outcomes. Write down your thoughts, feelings, and reactions to the experience.

Analyze the experience: In this step, you need to analyze the experience by reflecting on the following questions: What happened? Why did it happen? What did you think and feel about it? What were the consequences of your actions? What were the consequences of others’ actions? Use critical thinking skills to examine the experience from multiple perspectives.

Evaluate your own role and actions: After analyzing the experience, evaluate your own role and actions. Ask yourself: What did I do well? What actions could I have done differently? What are the implications of my actions for myself and others? This step requires you to be honest and self-reflective.

Identify alternative actions: After evaluating your own role and actions, think about alternative actions that you could have taken. Ask yourself: What could I have done differently? How would that have changed the outcome? What did I learn from this experience?

Conclusion - What did you learn?: The final step in critical reflection is to draw conclusions from your reflection. Identify what you learned from the experience and how you can apply this learning in the future. This step is essential for personal growth and development.

Remember that critical reflection is not a one-time event. It is an ongoing process that requires regular practice. By engaging in critical reflection, you can develop improved communication, problem-solving, and decision-making skills.

Benefits of Critical Reflection

Critical reflection provides numerous benefits for personal and professional development. Here are some of the most common advantages of the process:

Personal growth and development : Critical reflection enables individuals to learn from their experiences and mistakes. This learning process fosters personal growth and development, as individuals are encouraged to examine their values, beliefs, and assumptions.

Improved decision-making skills : Critical reflection helps individuals make more informed and deliberate decisions. By analyzing their experiences and evaluating different courses of action, individuals are better equipped to make decisions that align with their goals and values.

Improved problem solving skills : Critical reflection also enhances problem-solving skills. By systematically examining a problem or experience, individuals can identify the underlying issues and develop more effective solutions.

Improved communication skills : Critical reflection requires individuals to articulate their thoughts and feelings clearly and concisely. This ability to communicate effectively can benefit individuals in a range of contexts, from personal relationships to professional settings.

Overall, critical reflection is a powerful tool for personal and professional development. The benefits of critical reflection extend beyond the individual, as they also enhance the quality of work and relationships with others.

Tips for Effective Critical Reflection

Here are some tips to help you engage in effective critical reflection:

Be Open-minded

Approach the reflection process with an open mind. Be receptive to new ideas and perspectives, and be willing to challenge your own assumptions or beliefs. This will help you gain a deeper understanding of the experience and identify alternative ways of thinking and behaving.

Use a Structured Process

Use a structured process or template to guide your reflection. This can help ensure that you cover all the necessary steps and stay focused on the key issues. It can also make the process more efficient and effective.

Be Honest with Yourself

Be honest and objective when reflecting on your experience. Don’t shy away from acknowledging your own mistakes or limitations, as this can help you grow and improve. However, be sure to also recognize your strengths and accomplishments, as this can help build confidence and motivation.

Practice Regularly

Make reflection a regular habit. Don’t wait for a major crisis or challenge to start reflecting on your experiences. Instead, try to incorporate reflection into your daily routine. This can help you identify patterns or trends over time and make continuous improvements.

By following these tips, you can enhance the effectiveness and impact of your critical reflection process.

In conclusion, critical reflection is an essential part of personal growth and development. Through the process of critical reflection, we can identify areas for improvement, evaluate our own actions and decisions, and come up with alternative solutions to challenging situations.

We hope that this step-by-step guide has provided you with a helpful roadmap for engaging in critical reflection. Remember to be open-minded, use a structured process, and be honest with yourself. By practicing critical reflection regularly, you can improve your decision-making and problem-solving skills, as well as your communication with others.

If you want to learn more about critical reflection, there are many additional resources available. We encourage you to continue to explore this topic and to incorporate critical reflection into your daily life.

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Critical Thinking and Evaluating Information

• Introduction
• What Is Critical Thinking?
• Words Of Wisdom

Critical Thinking and Reflective Judgment

Stages of reflective judgment.

• Problem Solving Skills
• Critical Reading
• Critical Writing
• Use the CRAAP Test
• Evaluating Fake News
• Explore Different Viewpoints
• The Peer-Review Process
• Critical ThinkingTutorials
• Books on Critical Thinking
• Explore More With These Links

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What is Reflective Judgment?

Critical thinking is "thinking about thinking." To apply critical thinking skills, skills to a particular problem implies a reflective sensibility and the capacity for reflective judgment (King & Kitchener, 1994). The simplest description of reflective judgment is that of ‘taking a step back.’ ( Dwyer, 2017)

Reflective judgment is the ability to evaluate and process information in order to draw plausible conclusions. 

It can be defined more concisely in the video below:

Video Source and Credit: Bill Garris, Ph.D

Source: King, P.M. & Kitchener, K.S. (1994). Developing Reflective Judgment. San Francisco: Jossey-Bass Publishers, pp. 14-16. Source hosted by Univerity of Michigan

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Critical Reflection

A Critical Reflection (also called a reflective essay) is a process of identifying, questioning, and assessing our deeply-held assumptions – about our knowledge, the way we perceive events and issues, our beliefs, feelings, and actions. When you reflect critically, you use course material (lectures, readings, discussions, etc.) to examine our biases, compare theories with current actions, search for causes and triggers, and identify problems at their core.   Critical reflection is   not   a reading assignment, a summary of an activity, or an emotional outlet.   Rather,   the goal is   to change your thinking about a subject, and thus change your behaviour.

Tip: Critical reflections are common in coursework across all disciplines, but they can take very different forms. Your instructor may ask you to develop a formal essay, produce weekly blog entries, or provide short paragraph answers to a set of questions. Read the assignment guidelines before you begin.

How to Critically Reflect

Writing a critical reflection happens in two phases.

• Analyze:   In the first phase, analyze the issue and your role by asking critical questions. Use free writing as a way to develop good ideas. Don’t worry about organized paragraphs or good grammar at this stage.
• Articulate:   In the second phase, use your analysis to develop a clear argument about what you learned. Organize your ideas so they are clear for your reader.

First phase: Analyze

A popular method for analyzing is the three stage model: What? So What? Now what?

In the  What?  stage, describe the issue, including your role, observations, and reactions. The   what?   stage helps you make initial observations about what you feel and think. At this point, there’s no need to look at your course notes or readings.

Use the questions below to guide your writing during this stage.

• What happened?
• What did you do?
• What did you expect?
• What was different?
• What was your reaction?
• What did you learn?

In the second  So What?   stage, try to understand on a deeper level why the issue is significant or relevant. Use information from your first stage, your course materials (readings, lectures, discussions) -- as well as previous experience and knowledge to help you think through the issue from a variety of perspectives.

Tip:  Since you’ll be using more course resources in this step, review your readings and course notes before you begin writing.

Below are three perspectives you can consider:

• Academic perspective: How did the experience enhance your understanding of a concept/theory/skill? Did the experience confirm your understanding or challenge it? Did you identify strengths or gaps in your knowledge?
• Personal perspective:   Why does the experience matter? What are the consequences? Were your previous expectations/assumptions confirmed or refuted? What surprised you and why?
• Systems perspective:   What were the sources of power and who benefited/who was harmed? What changes would you suggest? How does this experience help you understand the organization or system?

In the third   Now what?   stage, explore how the experience will shape your future thinking and behaviour.

Use the following questions to guide your thinking and writing:

• What are you going to do as a result of your experiences?
• What will you do differently?
• How will you apply what you learned?

Second phase: Articulate

After completing the analysis stage, you probably have a lot of writing, but it is not yet organized into a coherent story. You need to build an organized and clear argument about what you learned and how you changed. To do so,   develop a thesis statement , make an   outline ,   write , and   revise.

Develop a thesis statement

Develop a clear argument to help your reader understand what you learned. This argument should pull together different themes from your analysis into a main idea. You can see an example of a thesis statement in the sample reflection essay at the end of this resource.

Tip: For more help on developing thesis statements, see our   Thesis statements  resource

Make an outline

Once you have a clear thesis statement for your essay, build an outline. Below is a straightforward method to organize your essay.

• Background/Context of reflection
• Thesis statement
• Introduce theme A
• Writer's past position/thinking
• Moment of learning/change
• Writer's current/new position
• Introduce theme B
• Introduce theme C
• Summarize learning
• Discuss significance of learning for self and others
• Discuss future actions/behaviour

Write and revise

Time to get writing! Work from your outline and give yourself enough time for a first draft and revisions.

Even though you are writing about your personal experience and learning, your audience may still be an academic one. Consult the assignment guidelines or ask your instructor to find out whether your writing should be formal or informal.

Sample Critical Reflection

Below are sample annotated paragraphs from one student’s critical reflection for a course on society and privilege.

Introduction

Background/context of reflection : I became aware of privileged positions in society only in recent years. I was lucky enough, privileged enough, to be ignorant of such phenomena, but for some, privilege is a daily lesson of how they do not fit into mainstream culture. In the past, I defined oppression as only that which is obvious and intentional. I never realized the part I played. However, during a class field study to investigate privileged positions in everyday environments, I learned otherwise.   Thesis:   Without meaning to, I caused harm by participating in a system where I gained from others’ subtle oppression. In one of these spaces, the local mall, everything from advertisements to food to products, to the locations of doorways, bathrooms and other public necessities, made clear my privilege as a white, heterosexual male.

Body paragraph

Topic sentence : Peggy McIntosh describes privilege as an invisible knapsack of tools and advantages. This description crystalized for me when I shopped for a greeting card at the stationary store. There, as a white, heterosexual male, I felt comfortable and empowered to roam about the store as I pleased. I freely asked the clerk about a mother’s day card.   Writer’s past position:   Previously, I never considered that a store did anything but sell products. However, when I asked the sales clerk for same sex greeting cards, she paused for a few seconds and gave me a look that made me feel instantly uncomfortable. Some customers stopped to look at me. I felt a heat move over my face. I felt, for a moment, wrong for being in that store.  I quickly clarified that I was only doing a report for school, implying that I was not in fact homosexual.   Writer’s current position:   The clerk’s demeanor changed. I was free to check, she said.  It was the only time during the field study that I had felt the need to explain what I was doing to anyone. I could get out of the situation with a simple clarification. But what if I really was a member of the homosexual community? The looks and the silence taught me that I should be feared.  I realized that, along with its products, the store was selling an image of normal. But my “normality” was another person’s “abnormality.”  After I walked out of the store I felt guilty for having denied being homosexual.

Summary of learning:   At the mall I realized how much we indirectly shame nonprivileged groups, even in seemingly welcoming spaces. That shame is supported every time I or any other privileged individual fails to question our advantage. And it leads to a different kind of shame carried by privileged individuals, too.   Value for self and others:   All of this, as Brown (2003) documents, is exacerbated by silence. Thus, the next step for me is to not only question privilege internally, but to publicly question covert bias and oppression. If I do, I may very well be shamed for speaking out. But my actions might just encourage other people to speak up as well.

Sample paragraphs adapted from James C. Olsen's Teaching Portfolio from Georgetown University .

Critical Thinking and Reflective Thinking

Critical and Reflective Thinking encompasses a set of abilities that students use to examine their own thinking and that of others. This involves making judgments based on reasoning, where students consider options, analyze options using specific criteria, and draw conclusions.

People who think critically and reflectively are analytical and investigative, willing to question and challenge their own thoughts, ideas, and assumptions and challenge those of others. They reflect on the information they receive through observation, experience, and other forms of communication to solve problems, design products, understand events, and address issues. A critical thinker uses their ideas, experiences, and reflections to set goals, make judgments, and refine their thinking.

• Back to Thinking

• Connections
• Illustrations

Analyzing and critiquing

Students learn to analyze and make judgments about a work, a position, a process, a performance, or another product or act. They reflect to consider purpose and perspectives, pinpoint evidence, use explicit or implicit criteria, make defensible judgments or assessments, and draw conclusions. Students have opportunities for analysis and critique through engagement in formal tasks, informal tasks, and ongoing activities.

Questioning and investigating

Students learn to engage in inquiry when they identify and investigate questions, challenges, key issues, or problematic situations in their studies, lives, and communities and in the media. They develop and refine questions; create and carry out plans; gather, interpret, and synthesize information and evidence; and reflect to draw reasoned conclusions. Critical thinking activities may focus on one part of the process, such as questioning, and reach a simple conclusion, while others may involve more complex inquiry requiring extensive thought and reflection.

Designing and developing

Students think critically to develop ideas. Their ideas may lead to the designing of products or methods or the development of performances and representations in response to problems, events, issues, and needs. They work with clear purpose and consider the potential uses or audiences of their work. They explore possibilities, develop and reflect on processes, monitor progress, and adjust procedures in light of criteria and feedback.

Reflecting and assessing

Students apply critical, metacognitive, and reflective thinking in given situations, and relate this thinking to other experiences, using this process to identify ways to improve or adapt their approach to learning. They reflect on and assess their experiences, thinking, learning processes, work, and progress in relation to their purposes. Students give, receive, and act on feedback and set goals individually and collaboratively. They determine the extent to which they have met their goals and can set new ones.

I can explore.

I can explore materials and actions. I can show whether I like something or not.

I can use evidence to make simple judgments.

I can ask questions, make predictions, and use my senses to gather information. I can explore with a purpose in mind and use what I learn. I can tell or show others something about my thinking. I can contribute to and use simple criteria. I can find some evidence and make judgments. I can reflect on my work and experiences and tell others about something I learned.

I can ask questions and consider options. I can use my observations, experience, and imagination to draw conclusions and make judgments.

I can ask open-ended questions, explore, and gather information. I experiment purposefully to develop options. I can contribute to and use criteria. I use observation, experience, and imagination to draw conclusions, make judgments, and ask new questions. I can describe my thinking and how it is changing. I can establish goals individually and with others. I can connect my learning with my experiences, efforts, and goals. I give and receive constructive feedback.

I can gather and combine new evidence with what I already know to develop reasoned conclusions, judgments, or plans.

I can use what I know and observe to identify problems and ask questions. I explore and engage with materials and sources. I can develop or adapt criteria, check information, assess my thinking, and develop reasoned conclusions, judgments, or plans. I consider more than one way to proceed and make choices based on my reasoning and what I am trying to do. I can assess my own efforts and experiences and identify new goals. I give, receive, and act on constructive feedback.

I can evaluate and use well-chosen evidence to develop interpretations; identify alternatives, perspectives, and implications; and make judgments. I can examine and adjust my thinking.

I can ask questions and offer judgments, conclusions, and interpretations supported by evidence I or others have gathered. I am flexible and open-minded; I can explain more than one perspective and consider implications. I can gather, select, evaluate, and synthesize information. I consider alternative approaches and make strategic choices. I take risks and recognize that I may not be immediately successful. I examine my thinking, seek feedback, reassess my work, and adjust. I represent my learning and my goals and connect these with my previous experiences. I accept constructive feedback and use it to move forward.

I can examine evidence from various perspectives to analyze and make well-supported judgments about and interpretations of complex issues.

I can determine my own framework and criteria for tasks that involve critical thinking. I can compile evidence and draw reasoned conclusions. I consider perspectives that do not fit with my understandings. I am open-minded and patient, taking the time to explore, discover, and understand. I make choices that will help me create my intended impact on an audience or situation. I can place my work and that of others in a broader context. I can connect the results of my inquiries and analyses with action. I can articulate a keen awareness of my strengths, my aspirations and how my experiences and contexts affect my frameworks and criteria. I can offer detailed analysis, using specific terminology, of my progress, work, and goals.

The Core Competencies relate to each other and with every aspect of learning.

Connections among Core Competencies

The Core Competencies are interrelated and interdependent. Taken together, the competencies are foundational to every aspect of learning. Communicating is intertwined with the other Core Competencies.

Critical and Reflective Thinking is one of the Thinking Core Competency’s two interrelated sub-competencies, Creative Thinking and Critical and Reflective Thinking.

Critical and Reflective Thinking and Creative Thinking overlap. For example:

• Students use creative thinking to generate new ideas when solving problems and addressing constraints that arise as they question and investigate, and design and develop
• Students use critical thinking to analyze and reflect on creative ideas to determine whether they have value and should be developed, engaging in ongoing reflection as they develop their creative ideas

Communication

Critical and Reflective Thinking is closely related to the two Communication sub-competencies: Communicating and Collaborating. For example:

• Students apply critical thinking to acquire and interpret information, and to make choices about how to communicate their ideas
• Students often collaborate as they work in groups to analyze and critique, and design and develop

Personal and Social

Critical and Reflective Thinking is closely related to the three Personal and Social sub-competencies, Personal Awareness and Responsibility, Social Awareness and Responsibility, and Positive Personal and Cultural Identity. For example:

• Students think critically to determine their personal and social responsibilities
• Students apply their personal awareness as they reflect on their efforts and goals

Connections with areas of learning

Critical and Reflective Thinking is embedded within the curricular competencies of the concept-based, competency-driven curriculum. Curricular competencies are focused on the “doing” within the area of learning and include skills, processes, and habits of mind required by the discipline. For example, the Critical and Reflective Thinking sub-competency can be seen in the sample inquiry questions that elaborate on the following Big Ideas in Science:

• Light and sound can be produced and their properties can be changed: How can you explore the properties of light and sound? What discoveries did you make? (Science 1)
• Matter has mass, takes up space, and can change phase: How can you explore the phases of matter? How does matter change phases? How does heating and cooling affect phase changes? (Science 4)
• Elements consist of one type of atom, and compounds consist of atoms of different elements chemically combined: What are the similarities and differences elements and compounds? How can you investigate the properties of elements and compounds? (Science 7)
• The formation of the universe can be explained by the big bang theory: How could you model the formation of the universe? (Science 10)

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4 Models of reflection – core concepts for reflective thinking

The theories behind reflective thinking and reflective practice are complex. Most are beyond the scope of this course, and there are many different models. However, an awareness of the similarities and differences between some of these should help you to become familiar with the core concepts, allow you to explore deeper level reflective questions, and provide a way to better structure your learning.

Boud’s triangular representation (Figure 2) can be viewed as perhaps the simplest model. This cyclic model represents the core notion that reflection leads to further learning. Although it captures the essentials (that experience and reflection lead to learning), the model does not guide us as to what reflection might consist of, or how the learning might translate back into experience. Aligning key reflective questions to this model would help (Figure 3).

This figure contains three boxes, with arrows linking each box. In the boxes are the words ‘Experience’, ‘Learning’ and ‘Reflection’.

This figure contains three triangles, with arrows linking each one. In the top triangle is the text ‘Experience - what? (Description of events)’. In the bottom-left triangle is the text ‘Learning - now what? (What has been learned? What is the impact of the learning?’. In the bottom-right triangle is the text ‘Reflection - so what? (Unpicking the events)’.

Gibbs’ reflective cycle (Figure 4) breaks this down into further stages. Gibbs’ model acknowledges that your personal feelings influence the situation and how you have begun to reflect on it. It builds on Boud’s model by breaking down reflection into evaluation of the events and analysis and there is a clear link between the learning that has happened from the experience and future practice. However, despite the further break down, it can be argued that this model could still result in fairly superficial reflection as it doesn’t refer to critical thinking or analysis. It doesn’t take into consideration assumptions that you may hold about the experience, the need to look objectively at different perspectives, and there doesn’t seem to be an explicit suggestion that the learning will result in a change of assumptions, perspectives or practice. You could legitimately respond to the question ‘what would you do or decide next time?’ by answering that you would do the same, but does that constitute deep level reflection?

This figure shows a number of boxes containing text, with arrows linking the boxes. From the top left (and going clockwise) the boxes display the following text: ‘Experience. What happened?’; ‘Feeling. What were you feeling?’; ‘Evaluation. What was good or bad about the situation?’; ‘Analysis. To make sense of the situation’; ‘Conclusion. What else could you have done?’; ‘Action plan. What would you do next time?’.

Atkins and Murphy (1993) address many of these criticisms with their own cyclical model (Figure 5). Their model can be seen to support a deeper level of reflection, which is not to say that the other models are not useful, but that it is important to remain alert to the need to avoid superficial responses, by explicitly identifying challenges and assumptions, imagining and exploring alternatives, and evaluating the relevance and impact, as well as identifying learning that has occurred as a result of the process.

This figure shows a number of boxes containing text, with arrows linking the boxes. From the top (and going clockwise) the boxes display the following text: ‘Awareness. Of discomfort, or action/experience’; ‘Describe the situation. Include saliant feelings, thoughts, events or features’; ‘Analyse feeling and knowledge. Identify and challenge assumptions - imagine and explore alternatives’; ‘Evaluate the relevance of knowledge. Does it help to explain/resolve the problem? How was your use of knowledge?’; ‘Identify any learning. Which has occurred?’

You will explore how these models can be applied to professional practice in Session 7.

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Defining Critical Thinking

• Deakin Library
• Learning and Teaching

Critical reflection for assessments and practice

• Critical reflection writing

Critical reflection for assessments and practice: Critical reflection writing

• Reflective practice
• Critical reflection
• How to reflect
• Recount and reflect

Critically reflective language and writing

"Our language is the reflection of ourselves..."

Mahatma Ghandi -  Cries of Never  (1916)

Our language is part of our identity. How we speak or write or paint or move when communicating shapes our sense of self and our presence in this world.  Critical reflection uses particular language and writing styles.

What is reflective writing? 

Critical reflection uses particular language and writing styles, often linked to your study area. For example, critical reflection in Health disciplines is linked to evidence-based practice and therefore uses a combination of clinical language and first-hand clinician perspective. In contrast, critical reflective writing for a dance student may have technical terms and creative language. Regardless of area, reflective writing at uni needs you to link your reflection to theories. This means that there is a formal tone to reflective writing assessments.    

What does critical reflective writing include?

Critical reflective writing is not just a summary or description of an event or something that you have observed. Description is needed for context in a critical reflection but the core of good reflective writing is exploring the significance of events (the ‘why’ and ‘how’) by providing analysis and insights into your thinking.  

In critical reflective writing you need to:

This helps you to develop new insights and perspectives which can inform your future practice. 

Language of reflective writing

The language used in reflective writing allows you to discuss your personal experiences, feelings and ideas. It’s fine to refer to yourself and use “I”, “my” and “me”. 

You can also use action verbs when writing about your feelings and opinions, for example, “I felt…”, “I think…”, “I realise…”. 

Remember you also need to include theory to support what you are saying. Take a look at the  language of reflective writing  for more support in this area. 

What? So What? Now What? Model 

Just as there are models to help you critically reflect on your actions, thoughts and feelings, there are also models to help you write critical reflections. 

The 'What? So What? Now What?' model guides your own reflections and learning from events that are significant for you. It gives you prompts to help you identify and discuss the different components of critical reflective writing. 

Click on the plus symbols (+)  below to see what is discussed in each section. 

Text version

Activity overview

This interactive hotspot activity outlines the sections of the 'What? So What? Now What? model. The hotspots are displayed as plus (+) icons that can be clicked to reveal the sections, as follows

Section 1: What?

A brief description of the incident/experience: who, what, why, when, where.

Section 2: So What?

This is the sense-making section where you discuss the significance, your position, understanding, feelings and relate to literature/theories.

Section 3: Now What?

This section makes connections from the experience to inform future actions. What you would do differently or the same. Also relates to literature/theories.

What? So What? Now What? template

To help you put this model into practice for your own context, download the template provided below to use for assessments. 

• What? So What? Now What? template

Essay versus critical reflection essay

At uni a common form of critical reflection writing is the critical reflection essay. For a quick recap on the major differences, look at this table.

Try to express your reactions, feelings, attitudes and views in an open and honest way. Avoid writing what you think others ‘want to hear’.

Remember that a critical reflection should describe, analyse and evaluate? Use this checklist to shape up a draft critical reflection based on a recent experience. Don’t forget to use the SWOT model to help prompt your writing

• A brief description of the event or context
• What you noticed
• What you were thinking and feeling
• Why this learning is significant to you
• What you have learnt from this experience
• How this will inform future practice.
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• Last Updated: Jun 28, 2024 4:06 PM
• URL: https://deakin.libguides.com/critical-reflection-guide

Why Self-Reflection Is Critical In Nursing Education—Drive Lifelong Learning and Future Success

As future healthcare providers, nursing students not only need to master a rigorous curriculum and complex concepts but also develop a wide range of clinical skills and knowledge to deliver high-quality patient care. Several characteristics have been identified as key to optimizing nursing care, including self-motivation, positive workplace culture, and a strong enabling leadership. 1

Another skill that has emerged as critical in nursing education is self-reflection, which involves accurately identifying and analyzing one’s thoughts, actions, and feelings, requiring cognitive activities such as description, critical analysis, evaluation, and planning. When applied to practice, it improves nurses’ self-efficacy and work engagement 2 —values that enable high-quality patient care. One study found significant and positive correlations between these three qualities.

For more ways to help your nursing students develop self-reflection, download our Educator Guide: How Educators Can Foster Self-Reflection in Healthcare Learning—and Empower Learners to Become Successful Practitioners

The connection between self-reflection, self-efficacy, and work engagement

Using a stratified random sampling method and inclusion criteria that included holding a bachelor’s degree in nursing and clinical working experience, a total of 240 nurses from seven hospitals were selected for the study. 3 Data were collected via three questionnaires: Groningen Reflection Ability Scale (GRAS), Sherer’s General Self-Efficacy Scale (SGSES), and Utrecht Work Engagement Scale (UWES).

Overall, the nurses’ total reflection scores were found to correlate positively and significantly with their work engagement and self-efficacy levels.

Does this suggest that nursing students should be encouraged to cultivate this practice from the start of their program and in clinical settings? Let’s take a closer look at key findings from the study.

Self-reflection

The nurses in the study exhibited a robust reflective practice, as indicated by a relatively high level of reflection—the mean score was 86.51 out of 115. Notably, there was a statistically significant difference in the reflection scores of nurses working in the emergency department (ED) compared to nurses in other departments; ED nurses had a higher mean score.

Why this is important

Self-reflection has an essential role in nursing education and practice: it facilitates the learning of clinical nurses, boosts the quality of care provided, and encourages nurses to search for and discover solutions to difficult situations. Through self-reflection, nurses gain new experiences and insights from both clinical and educational settings. This process helps them develop a sense of ownership over the acquired knowledge, enhancing their expertise and clinical decision-making. 4

Self-efficacy

The nurses demonstrated a high level of self-efficacy—60.89 out of 85—and similar to self-reflection, ED nurses had a higher mean score than their counterparts in other departments. Additionally, there was a statistically significant correlation between self-efficacy with age and years of work experience, underscoring the value of experience in building confidence and capability in clinical practice.

The self-efficacy theory is based on the premise that individuals’ beliefs about their abilities positively influence their actions and activities. Nurses with high self-efficacy are more motivated, provide higher quality patient care, and can more effectively overcome challenges due to their enhanced problem-solving skills. When faced with difficulties, these nurses focus on their abilities to find solutions and navigate situations successfully.

Work engagement

The study indicated that the mean work engagement score among nurses was 3.39 out of 6. Engaged nurses are more likely to experience job satisfaction, which can lead to higher retention rates and improved patient care outcomes.

Work engagement refers to an individual’s commitment to their organization or employer and has a positive effect on both employee performance and organizational outcomes. Key variables influenced by work engagement include job satisfaction, organizational commitment, and work performance, and they encompass feelings of vigor and identification with work activities.

Pearson correlation matrix showing the correlation between nurses’ reflection, self-efficacy, and work engagement level

The results of the study indicated a positive and significant relationship between self-reflection, self-efficacy, and work engagement among nurses: the mean score for each rose in tandem with the others. This is consistent with another study that reported high self-reflection scores corresponded with high self-efficacy scores 5 while a study on ICU (intensive care unit) nurses 6 showed a significant correlation between self-reflection and work engagement.

What Does This Mean for Nursing Education?

Self-reflection brings about many positive consequences for nurses, including supporting the development of lifelong learning habits for optimum personal and professional development; enabling them to deliver better quality of patient care and support; and boosting knowledge, attitude, and practices regarding ethical codes, leading to improved clinical competency.

Thus, self-reflection should be integrated into nursing education so that students can start building these qualities from day one of nursing school and sharpen them across their journey toward licensure and in future practice.

Programs and faculty can help nursing students cultivate self-reflection by pairing learning science-based resources such as Picmonic’s 1,300+ audio-visual mnemonic video lessons and TrueLearn’s NCLEX-style critical thinking questions with self-reflection practices to:

• Get immediate, real-time feedback on performance and comprehension
• Interact meaningfully with the content (active learning), improve long-term retention and ease of recall
• Identify learning strengths and weaknesses, pinpoint areas for improvement
• Track and measure learning progress and exam readiness longitudinally
• Adjust/tailor teaching/study methods for the most effective, efficient learning

Learn more about a partnership with TrueLearn and Picmonic here.

Help your nursing students achieve optimal exam performance and outcomes, read and share this blog with them and encourage them to utilize our free Post-Assessment Self-Reflection Questionnaire!

1 King R, Taylor B, Talpur A, et al. Factors that optimise the impact of continuing professional development in nursing: A rapid evidence review. Nurse Educ Today. 2021;98(104652):104652. doi:10.1016/j.nedt.2020.104652

2 Tbzmed.ac.ir. Accessed July 24, 2024. https://jcs.tbzmed.ac.ir/Article/jcs-31920

3 Zarrin L, Ghafourifard M, Sheikhalipour Z. Relationship between nurses reflection, self-efficacy and work engagement: A multicenter study. J Caring Sci. 2023;12(3):155-162. doi:10.34172/jcs.2023.31920

4 Razieh S, Somayeh G, Fariba H. Effects of reflection on clinical decision-making of intensive care unit nurses. Nurse Educ Today. 2018;66:10-14. doi:10.1016/j.nedt.2018.03.009

5 Sundgren MKM, Dawber C, Millear PM, Medoro L. Reflective practice groups and nurse professional quality of life. Aust J Adv Nurs. 2021;38(4). doi:10.37464/2020.384.355

6 Lawrence LA. Work engagement, moral distress, education level, and critical reflective practice in intensive care nurses: Critical reflective practice in intensive care nurses. Nurs Forum. 2011;46(4):256-268. doi:10.1111/j.1744-6198.2011.00237.x

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