Reflection is widely used in nursing education to facilitate learning. Student writing and thinking, however, is not always of the quality faculty expect or desire. This project originated from concern about the quality of student descriptions of clinical experiences in a senior-level precepted clinical practicum. Providing students with more structure and guidance for consideration of clinical experiences, as well as thoughtful faculty feedback, can potentially enhance thinking and move students toward increased nursing competence. In this learning activity, a structured guide was used to facilitate reflection. The accompanying rubric was used to evaluate and communicate about progress in the development of student thinking and clinical judgment.
ASJC Scopus subject areas