reflective practice in nursing essay

How to Write a Nursing Reflective Essay (Guide for Nurse Students)

If you are a nursing or medicine student, you are aware that you will come across or have already come across assignments requiring you to write a nursing reflection essay. At first, such a task always appears challenging, but given the understanding of the steps, things flat out, and you can write reflective essays and get better grades.

Reflective practice is highly encouraged in nursing. Reflection entails making sense of situations, events, actions, and phenomena in the workplace.

As a nursing student, you will be asked to write a reflective essay on your clinical placement, practicum, shadowing experience, shadow health DCE activities, personal nursing philosophy, why you want to become a nurse, nursing program, ethical dilemma, knowledge, skills, and abilities, systems, and processes.

The easiest way to complete the reflective essay assignment is by first determining what reflective writing entails, its significance, its steps, and some of the best tips that form the core of this ultimate guide.

Basics of Reflective Writing in Nursing

Reflective writing is an analytical writing practice where the writer describes a real or imaginary event, scene, phenomenon, occurrence, or memory, including their takeaway. It entails the critical analysis of an experience, including recording how it has impacted you and what you intend to do with the new knowledge or how to act when such an occurrence recurs.

As you document the encounter, you can use first-person pronouns and write subjectively and objectively. This means that you can decide to either use personal experiences alone or support these experiences using citations from scholarly sources.

When writing a reflective essay in nursing, you must recount the events and give critical detail of how the events shaped your knowledge acquisition. Reflection helps nursing students develop skills in self-directed learning, which is directly associated with high motivation and improved quality of care .

In most cases, reflection occurs on what went well and what went wrong. It could be a successful operation, a thank you note from a patient, a patient who regained their health faster, or a new nursing care plan that worked. However, it can also be about adverse events such as death, postoperative complications, death of an infant at birth, dissatisfied patient, medical error, or a failed procedure.

As a nursing student, when you learn to reflect on situations, you grow to become a professional nurse who diligently does their noble duty.

When writing a reflective essay, you begin by setting the scene (explaining what, where, how, and who-the situation), detailing how you felt (emotional state), why it happened (making sense of the situation), critical review and development of insights, a note on what was learned, and strategies to address future recurrence.

Your professor may ask you to write a nursing reflective paper about various topics in your course or your experience working in a group, how you solved a problem, a healthcare issue, or clinical practice. Consider the following example of a reflective statement in nursing; in my clinical practices, I realized I focused more on the technical aspects but failed to explain what it was doing to improve their health. I would like to understand more about listening to patience and their concerns to better care for them.

As you will notice later, these reflective stages are structured into different reflective models and frameworks that we will explore in-depth. So, with the understanding of what comprises reflective writing and its importance in nursing, let's now get solid on the structure.

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Structure of a Reflective Essay in Nursing

A reflective essay is an analytical writing piece describing and evaluating encounters or experiences. When asked to write one, you should know that an excellent reflective essay consists of different parts, just like a typical academic essay. It comprises the cover or title page, introduction, body paragraphs, conclusions, and a references page.

The title page contains information about the assignment. If you are writing the reflective essay in APA, include these on the title page:

• Title of the reflective essay
• Course code and name
• Instructors name
• Name of your institution
• Date of submission

When writing in Harvard format, the title or the cover page will consist of the following:

• Title of the essay in title case and the page number (upper right margin),
• Title of the essay in CAPS,
• Name of class or course,
• Name of the instructor,
• Name of your school,
• City and state where your school is located and,
• The date of submission.

Introduction

The introduction begins with an attention grabber or a hook sentence to attract readers' attention. It should then explain the essay's purpose and signpost the ideas that will come later in the essay. The introduction also has a thesis statement at the end of the paragraph- the last sentence. The thesis is concise, clear, and relatable and should reflect your position.

Body Paragraphs

The body paragraphs of a reflective essay can be three or more, depending on the length of the essay. Essentially, the body comprises 80% of the total word count.

The first paragraph is where you describe the situation, including the events, why they occurred, how they occurred, and those involved.

The second paragraph entails your personal feelings or reaction to the situation and how it made you feel.

The third paragraph can include making sense of the situation. You have to think about why things happened the way they did. You should also critically review and develop insights based on the situation. Finally, think of the factors that could have influenced the situation.

The next paragraph should explain how the event or situation will change your practice, approach, decisions, perspective, or perception. This is where you evaluate the experience by detailing the knowledge and skills you took from the experience.

The last body paragraph should entail a critical reflection on the learning opportunities. First, describe the situation and what it made you learn. Next, elaborate on how you intend to make yourself better poised to address such situations.

Mostly, you should structure the body of your essay as per the preferred nursing reflective model.

After everything else falls into place, you need to summarize the information you presented in the essay. Then, finally, restate your thesis and have a call to action to bring a sense of closure to your readers.

Steps for Writing a Nursing Reflection Essay � The Guide

When assigned to write a reflective essay for your nursing class, here are the surefire steps to get you to success.

Read the instructions

The first step after receiving an assignment is to begin reading the instructions. as you read, note what your instructor or professor expects in the paper you will submit for marking.

Reading instructions helps you to get informed on the scope of the paper, word count, number of references and pages, and the formatting style to use.

Besides, you also get to plan your paper with the deadline highlighted in the instructions.

You need to get a conducive environment where you can start writing.

The first step of writing is to brainstorm about situations during your clinical hours when you were shadowing a Nurse Practitioner or one you have read about.

Assess whether the situation or scenario you have thought, encountered, or chosen can help you write a reflective essay that meets the requirements.

Research and Plan

After choosing a scenario, the next step is researching the best reflective model.

You can use your class text, the instructions, the college library, course readings, and online nursing journals to get articles and resources with information about specific reflective models.

Select the best reflective model and take notes on the steps it entails.

As you research, write down notes on how to address your paper based on your selected framework or model of reflection . Additionally, research nursing journal articles with information you can use when critically analyzing a situation.

Plan how you will handle the paper as well. For instance, as you research, develop a thesis statement that grounds your entire paper, then draft an outline on how to develop the thesis.

Write an Outline

Outlining is a crucial aspect of writing. It helps you envision how you will meet the objective of writing a reflective essay. As an essential part of the essay writing process, outlining helps create a good flow of ideas and can come in handy in helping you overcome writer's block. Your outline should comprise the following:

• The hook or attention grabber
• Thesis statement
• Main points of each body paragraph (topic sentence, evidence, examples, illustrations, etc.)
• Conclusion (restated thesis and call-to-action)

With the outline done, you should take a break and resume writing your first draft of the nursing reflection essay. Writing with an outline helps avoid mistakes and also helps you write faster.

Describe the Experience

Once you have identified the relevant experience, begin describing it chronologically.

Describe the experience that prompted you to consider nursing your ideal career goal. Think of this experience's key elements, such as the setting, patient demographics, and significant events that impacted you.

Show how these events changed your perspective on life. Ensure you are as descriptive as possible to paint a clear picture for readers.

Consider the following questions to come up with a good description:

• What happened?
• Was there someone involved? If yes, what part did they play?
• Where did the event take place?
• What actions did you take?

Set the context of this experience by giving relevant background information. Ensure you are objective and pay attention to the facts.

Provide a Reflection

Talk about your feelings and thoughts concerning the particular experience you went through. You have to be honest and open up about your initial expectations and challenges you faced at each stage of the experience. The following questions can help you come up with a good reflection:

• What was I trying to achieve?
• What prompted me to act the way I did?
• Are there any consequences for my actions? If yes, what are they?
• How did I feel about this event as it was happening?
• How did those around me react to it?
• How do I know how those around me felt about it?

Analyze the Experience

Description of an experience is essential, but so is analysis. You have to move beyond the surface and give a critical analysis of your experience.

State your actions, and your overall experience will give insights into your experience. Think of how the experience has impacted your actions, feelings, and thoughts.

Give an Evaluation

Evaluate the skills and knowledge you got from the experience. Show how you can apply these skills and knowledge in your nursing practice. Also, state the actions and interventions you took during the nursing experience.

State whether you achieved the desired outcome and if there are any specific areas that you need to improve on.

Talk about how you built or improved skills like communication, teamwork, and critical thinking.

As you evaluate the experience, identify what you believe to be your strengths and weaknesses in the nursing experience. What have you learned from the experience? State the areas where you excelled and what abilities contributed to your success.

Talk about how those you were with during the clinical experience complimented you. Similarly, acknowledge your weaknesses.

What kind of mistakes did you make, and how did you improve them? Talk about the tasks that drain you most during the experience.

Illustrate Learning

Demonstrate elements of deeper thought and reflection levels. This is a great point to include nursing theories in your reflection essay to support analysis of your experience.

Relate your experiences to the theoretical frameworks you were taught in class. This is effective learning and will demonstrate your ability to apply knowledge to real-life nursing situations.

Doing this will also show that you can effectively deduce different things from observations made during the reflection process.

Ensure you also demonstrate a change in perspective, as this will prove that you learned something from the experience.

Write Your Conclusion

Conclude by summarizing your points and highlighting the lessons learned.

The lessons you reached as part of your reflection should support your overall conclusion.

Also, restate your thesis statement.

Come Up with an Action Plan

Now that you have learned from your reflection develop an action plan for future nursing practice.

This part should contain all the details you have learned and actions needed to improve when faced with a similar situation. Consider the following questions:

• What would I change if faced with a similar situation?
• How can I develop the necessary skills needed to face this situation?
• How can I act differently in a similar situation?  

Ensure you identify areas to improve and set realistic goals to enhance your nursing skills. Discuss how you intend to seek additional education, training, or mentorship to address your shortcomings.

Finally, end the essay with a happy note so readers know you learned something from the experiences.

Proofread, Edit, and Polish

After doing your first draft, take a break to relax and get out of the writing mood - it helps you to become objective.

You can then resume reading out loud to yourself, make necessary tweaks, and ensure that every part you include meets the rubric requirements.

Edit for grammar, punctuation, tenses, voice, spelling, and use of language. You should also proofread the essay to adhere to the style, organization, and presentation requirements.

Ensure that all the in-text citations are accounted for in the reference list and are up-to-date. You are good to go when you have an essay that meets all the instructions.

Finally, you can submit the paper for grading.

Writing is not everyone's cup of tea. For that reason, you can hire a nursing reflection essay writer from our website to assist you in crafting a top-grade paper. In addition, we have nursing writers whose forte is writing various nursing papers.

Choosing the suitable Reflective Model or Framework

As you can see above, many reflective models are used for your reflective essay. We have not exhaustively listed and expounded on all of them. Other reflective models and frameworks you can also consider when writing a reflective essay in nursing include:

• Bouds Reflective Model
• Brookfield Reflective Model
• Pender's Health Promotion Model
• Roper Logan and Tierney Model
• Driscoll Reflective Model
• The Johari window model

Note that most nursing instructors will often suggest the models they prefer for you to use in your essay.

For example, in most nursing reflective essays. Whichever the case, readily available information expands on each model to make it easier to write a reflection essay on a specific aspect of nursing education or practice.

Read the assignment rubric and instructions to understand the specific model. If it is unclear, ask for clarification from your instructor early enough.

Tips for Writing a Good Nursing Reflective Essay

As you try to figure out how to write a nursing reflective essay, keep the following tips in mind.

Choose the Right Topic

If the instructions from your professors involve choosing a topic for the reflective essay, you must select one that is meaningful to you.

This will ensure you can easily write and easily develop relevant elements about the topic. Therefore, take time to pick a topic that you find interesting.

As you write, ensure you stay on topic, whether sharing a one-off event or a recurrent story.

Use the Right Tone

A reflective essay is more personal, unlike other types of academic essays. This means you don't need a strict or formal tone.

Since this is about your experiences, use personal pronouns such as I and Me.

Be Vulnerable

You must be extremely vulnerable to learn how to write a reflective essay in nursing.

Be open about your thoughts, feelings, and beliefs about something you went through that sparked an interest in nursing.

It's okay to share mistakes or things you did wrong that eventually led you to this career path.

Choose the Right Focus

A reflection essay is all about narrating your experience during the nursing experience.

While including other people in your experience is okay, please let them not be the center of your reflection.

This is your essay, so you should be the focus of attention.

Keep it Brief

A good nursing reflection essay should be between 300 and 800 consciously written words. Because of this length, you must only write relevant information about your reflection. Refrain from lengthy reflections, as they make it difficult to pass your points across.

Convey Your Information Wisely

Even though a nursing reflection essay is about your personal experiences, it doesn't mean you should reveal everything about yourself. Ask yourself whether something is appropriate before including it in your paper.

Mistakes to Avoid When Writing a Reflection Essay in Nursing

A good reflection essay involves reflecting on your nursing studies and practices throughout school and career to demonstrate your competence. For this reason, there are certain mistakes you should be aware of when writing an essay.

Not including a Personal Story

Like food tastes bland without salt, so does a reflection essay without a personal story. At the center of a reflection essay is You. This means the essay should focus on your personal story that led you to want a nursing career. A lot of times, students miss out on this instead of talking about their story. You need more than just the personal qualities you think will be a great fit for the nursing program; you must also share a story that shows how well you contributed to nursing care.

Failing to Share Your Experience

You will lose points when you fail to include nursing-related experiences in your reflection essay. Mentioning that you want to be a nurse is great, but failing to show specific events that led to the desire will cost you a great point.

Plagiarizing Your Essay

Plagiarism is a serious academic offense because it is considered taking other people's ideas and using them as your own without crediting the author. So, provide relevant citations and references for any ideas that aren't your own. Also, an AI will not write your essay as a human writer would. 

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Sample of a Nursing Reflective Essay 

The following is a sample of a nursing Reflective essay using Gibb's Model of Reflection. Use this sample to guide you when writing your own.

Introduction  Communication is an important element in healthcare practice as it determines patient satisfaction and treatment outcomes. This essay will focus on reflecting on an experience I went through with a 40-year-old diabetic patient who also had a foot infected with an ulcer. When I approached the patient to sign the consent form, I noticed that he wasn't happy because of the news given to him about his health. I concluded that there must be a communication dilemma. I will reflect on the experience using Gibb's Model of Reflection. Using this model, I will identify and discuss the actions taken to resolve the issue. Description  This incident happened a few months ago when I was working as a wound nurse in a Methodist hospital in my hometown. I was part of a care team handling the case of a 40-year-old male patient with diabetes and an infected diabetic foot ulcer. After careful examination, a team comprising various specialists concluded that his leg needed amputation below the knee. After making this decision, the team left, and I was asked to give the patient a consent form to sign. When I came back from retrieving the form, I noticed the patient looked sorrowful because of the news given to him. Feelings  As soon as I saw the patient, I knew what he was going through. He perceived the situation to be irreparable, but I wasn't sure whether to console the patient or not. I was powerless and couldn't imagine what he was going through. At the same time, I was startled that the team left without showing any compassion. They could have handled the situation more delicately. I, on the other hand, could have relayed the information better. I wasn't sure whether my approach would be acceptable or appropriate. Evaluation  I always go back to that particular situation and wonder whether I could have acted better. The situation helped me better understand the importance of good communication in patient care, particularly in therapeutic care. Before the incident, I didn't acknowledge the role of nurses play in caring for patient's emotional needs. I realized nurses must show compassion and console patients in their low moments.  Analysis  Most healthcare professionals do not know how to deliver bad news to patients. They find the process extremely challenging and always feel psychologically unprepared. This has a negative impact on patients and could lead to bad health outcomes. Furthermore, how information is relayed could impact a patient's adherence to treatment. Because of these effects, multiple protocols and approaches were developed to help with communicating bad news to patients. One of the approaches that was proposed is emotion-centered. This proposes that a healthcare provider acknowledges how sad the patient is and builds a professional relationship based on empathy and sympathy. Action Plan I now understand the essence of communicating bad news with compassion. The experience allowed me to look closely at different aspects of my professional development that needed more improvement. Thus, I plan to be more empathetic and speak up in support of patient's emotional and psychological well-being, especially when presented with traumatic news about their health. Additionally, I now understand I am not powerless when dealing with a sorrowful patient. I believe I have learned from my experience, and I'm not able to communicate well with patients any more. Conclusion  The experience allowed me to value good communication in nursing and the need to incorporate it into daily nurse-patient interaction. Nurses must learn how to deliver bad news and manage patient's sorrow. This has been and will continue to be my biggest priority in patient care. References Street Jr, R. L., Makoul, G., Arora, N. K., & Epstein, R. M. (2009). How does communication heal? Pathways linking clinician–patient communication to health outcomes. Patient education and counselling, 74(3), 295-301. Buckman, R. (1992). Breaking bad news: why is it still so difficult? BMJ: British Medical Journal, 304(6842), 886. Ptacek, J. T., & Eberhardt, T. L. (1996). Breaking bad news: a review of the literature. The Journal of the American Medical Association, 276(6), 496-502.

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How to Write a Nursing Reflective Essay as a BSN Nursing Student

• Author Jermaine Huey
• Published November 29, 2023

Welcome to NursingWriters.net, your go-to resource for expert information and guidance on writing nursing essays. In this article, we will provide you, as a BSN nursing student , with a comprehensive guide on how to write a compelling nursing reflective essay. Reflective essays are a personal reflection on your experiences in the nursing profession, and we are here to help you navigate this writing challenge.

As a busy nursing student, we understand that you may have limited time to spare. That’s where NursingWriters.net comes in, empowering you to excel in your BSN program by providing expert guidance on different writing and comprehension challenges you may face. Let’s dive into the world of nursing reflective essays and discover how you can effectively express your thoughts and insights.

Key Takeaways:

• Reflective essays allow nursing students to reflect on their experiences and personal growth in the profession.
• A nursing reflective essay is different from a personal statement, focusing on self-reflection rather than academic achievements.
• Key elements to include in a nursing reflective essay are the inciting incident, personal reflections, vivid details, and actions taken.
• The introduction should grab the reader’s attention and provide a clear thesis statement.
• The body paragraphs should delve into the writer’s reflections and emotions with specific examples and anecdotes.

What Is a Reflective Essay in Nursing?

A reflective essay in nursing is a powerful tool that allows nursing students to analyze their experiences, emotions, and actions related to their nursing practice. It provides an opportunity for self-reflection, critical thinking, and personal growth. Reflective writing can help nurses develop a deeper understanding of their own practice, improve patient care, and enhance their professional development.

Reflective essays in nursing differ from personal statements in that they focus on specific experiences and their impact on the writer’s growth and development. These essays require the writer to critically reflect on their actions, emotions, and thoughts, and identify ways to improve their practice. By examining their experiences and applying reflective frameworks, nursing students can gain valuable insights into their strengths, weaknesses, and areas for growth.

When writing a reflective essay in nursing , it is important to follow a structured approach. This includes describing the incident or experience, analyzing personal thoughts and feelings, exploring the actions taken, and reflecting on the outcomes and implications. By structuring the essay effectively, nursing students can communicate their reflections in a clear and organized manner.

Key Elements to Include in a Nursing Reflective Essay

When writing a nursing reflective essay, it is important to include key elements that will make your essay comprehensive and impactful. These elements will help you convey your thoughts and experiences clearly, allowing the reader to gain a deeper understanding of your reflections on nursing practice.

Inciting Incident or Event

The first key element to include in your nursing reflective essay is the inciting incident or event. This is the moment or experience that triggered your reflection and made a significant impact on your practice. It could be a challenging patient encounter, an ethical dilemma, or a personal realization. By describing this event in detail, you set the stage for your reflective journey.

Personal Reflections

Your nursing reflective essay should also include personal reflections on the experience. This is where you delve into your thoughts, feelings, and emotions related to the inciting incident. Reflect on how the event made you feel, what you learned from it, and how it has influenced your growth as a nursing professional. Be honest and vulnerable in your reflections, as this will allow the reader to connect with your experience on a deeper level.

Vivid Setting and Descriptive Details

To create a vivid and engaging narrative, include specific details that paint a picture of the setting and the people involved. Describe the physical environment, the interactions between healthcare professionals and patients, and any other relevant details that contribute to the overall context of the experience. This will help the reader visualize the situation and understand the complexities of the event.

Actions Taken

Finally, it is important to describe the actions you took in response to the inciting incident. Discuss how you applied your nursing knowledge and skills to address the challenges or opportunities presented by the event. Reflect on the effectiveness of your actions and whether there were any areas for improvement. This demonstrates your ability to critically analyze your own practice and make informed decisions.

By including these key elements in your nursing reflective essay, you can create a comprehensive and impactful piece of writing that showcases your growth and development as a nursing professional.

How to Write the Introduction of a Nursing Reflective Essay

The introduction of a nursing reflective essay plays a crucial role in capturing the reader’s attention and setting the tone for the entire essay. It should provide a concise overview of the main points that will be discussed and create a sense of curiosity and engagement. Here are some tips to help you write an effective introduction for your nursing reflective essay:

• Start with an intriguing opening line: Begin your introduction with a captivating statement or anecdote that relates to the topic of your essay. This will grab the reader’s attention and make them eager to continue reading.
• Provide context and background information: Give a brief overview of the event or experience that you will be reflecting on in your essay. This will help the reader understand the context and significance of your reflections.
• Present a clear thesis statement: Your thesis statement should clearly state the main purpose of your essay and the specific points or themes that you will be exploring. This will give the reader a preview of what to expect in the body of the essay.

By following these tips, you can craft an introduction that captivates the reader and sets the stage for a compelling nursing reflective essay.

“As I walked into the busy hospital ward on my first day of clinical rotation, I couldn’t help but feel a mix of excitement and nervousness. Little did I know that this experience would become a pivotal moment in my nursing journey, shaping my understanding of empathy, communication, and patient-centered care. In this reflective essay, I will delve into the details of this encounter and explore the personal and professional growth that resulted from it.”

With an attention-grabbing opening, providing context, and presenting a clear thesis statement, your introduction will set the stage for a compelling nursing reflective essay that captures the reader’s attention and lays the foundation for your reflections.

Nursing Reflection Essay Tips and Examples

Writing a nursing reflective essay requires careful consideration and thoughtful analysis. Here are some tips to help you craft an impactful and meaningful reflection essay as a BSN nursing student . Additionally, we will provide examples to illustrate how these tips can be applied.

Tips for Writing a Nursing Reflection Essay:

• Start by choosing a specific experience or event that had a significant impact on your nursing practice. This could be a challenging patient encounter, a critical incident, or a personal realization that transformed your perspective.
• Reflect on the experience and consider how it affected your emotions, thoughts, and actions. What did you learn from the experience? How has it shaped your growth as a nursing professional?
• Focus on the key aspects of the experience that were particularly impactful or meaningful to you. Avoid including unnecessary details or deviating from the main message of your reflection.
• Use specific examples, anecdotes, or patient scenarios to support your reflections. This will make your essay more engaging and relatable to the reader.
• Consider the ethical implications of the experience and reflect on how it has influenced your approach to patient care and decision-making.
• End your essay with a reflection on the implications of your learning for future nursing practice. How will you apply the lessons learned to provide better care and improve patient outcomes?

Now, let’s take a look at two examples of nursing reflective essays to further illustrate these tips:

“During my clinical rotation in the Intensive Care Unit (ICU), I encountered a complex patient case that challenged my critical thinking skills and decision-making abilities. The patient was a middle-aged woman who had undergone a complicated surgery and experienced numerous post-operative complications. This experience taught me the importance of collaboration within the healthcare team and the significance of advocating for the patient’s best interests…”

“One of the most significant experiences during my nursing education was my time spent in the pediatric oncology unit. Witnessing the resilience and bravery of children facing life-threatening illnesses had a profound impact on my perspective as a nurse. It taught me the importance of providing holistic care, not only addressing physical needs but also supporting emotional well-being and promoting a positive environment for healing…”

These examples demonstrate how personal reflections, specific details, and professional insights can be incorporated to create a compelling nursing reflective essay. Remember to structure your essay in a clear and organized manner, ensuring that your reflections flow logically and coherently.

By following these tips and utilizing examples, you can create a compelling nursing reflective essay that showcases your growth and development as a nursing professional.

How to Conclude a Nursing Reflective Essay

The conclusion of a nursing reflective essay serves as the final reflection on the writer’s growth and learning from the experience. It is an essential part of the essay that summarizes the main points discussed and leaves a lasting impression on the reader. The reflective essay conclusion should bring closure to the essay by restating the thesis statement and highlighting the key takeaways from the essay.

To write a strong and impactful conclusion, start by restating the thesis statement in a clear and concise manner. This reminds the reader of the main focus of the essay and reinforces its significance. Next, summarize the key points discussed in the body paragraphs, highlighting the most important insights and reflections. This helps to reinforce the main ideas and ensures that they are not overlooked in the final reflection.

In addition to summarizing the main points, a thought-provoking statement or future outlook can be included to provide a sense of closure and leave the reader with something to ponder. This can be a reflection on how the experience has influenced the writer’s future practice or a call to action for continued personal and professional growth. By ending the essay on a strong and meaningful note, the conclusion enhances the overall impact of the nursing reflective essay.

A well-crafted conclusion is essential for a nursing reflective essay as it reinforces the main ideas, leaves a lasting impression on the reader, and provides a sense of closure. By following these tips, nursing students can create a powerful and impactful conclusion that enhances the overall effectiveness of their reflective essays.

Tips for Writing a Nursing Reflective Essay

Writing a nursing reflective essay can be a challenging task, but with the right approach, it can also be a rewarding experience. Here are some helpful tips and strategies to guide nursing students in their essay writing process:

• Start early: Give yourself plenty of time to brainstorm ideas, reflect on your experiences, and write and revise your essay. Starting early will help you avoid last-minute stress and allow for a more thoughtful and polished essay.
• Conduct thorough self-reflection: Before you begin writing, take the time to reflect on your experiences and emotions related to your nursing practice. Consider how these experiences have shaped your growth and development as a nurse, and what lessons you have learned along the way.
• Organize your thoughts and ideas: Create an outline or a rough structure for your essay to ensure a logical flow of ideas. Group similar thoughts and reflections together to create cohesive paragraphs, and use headings or subheadings to further organize your essay.
• Seek feedback: Share your essay with trusted peers or instructors and ask for their feedback. They can offer valuable insights, provide constructive criticism, and help you refine your essay to make it stronger and more impactful.

Additionally, it is important to pay attention to the technical aspects of your essay:

• Grammar and spelling: Proofread your essay carefully to ensure it is free of any grammatical or spelling errors. Use grammar and spell-check tools, and consider asking someone else to review your essay for a fresh perspective.
• Coherent writing style: Use clear and concise language to convey your thoughts and reflections. Avoid excessive jargon or technical terms, and focus on communicating your ideas effectively.
• Formatting guidelines: Follow any formatting guidelines provided by your instructor or institution. Pay attention to font style, size, spacing, and citation style if required.

By following these tips and strategies, nursing students can approach their reflective essay writing with confidence and produce compelling and insightful essays that showcase their growth and development in the nursing profession.

Reflective Tools and Models for Nursing Reflective Essays

Reflective tools and models can provide structure and guidance for nursing students when writing reflective essays. These tools help organize thoughts and experiences, allowing for a more comprehensive and meaningful reflection. By utilizing reflection models , nursing students can enhance their reflective writing skills and deepen their understanding of their own growth and development as healthcare professionals.

Gibbs’ Reflective Model

“Reflective practice is both an art and a science that requires ongoing commitment and practice.” – Gibbs

Gibbs’ Reflective Model is a widely used reflection framework in nursing. It consists of six stages: description, feelings, evaluation, analysis, conclusion, and action plan. This model encourages a structured approach to reflection, allowing the writer to systematically explore their thoughts and emotions, analyze the situation, and identify areas for improvement or further development.

Dewey’s Reflective Thinking Model

“We do not learn from experience, we learn from reflecting on experience.” – Dewey

Dewey’s Reflective Thinking Model focuses on the importance of reflection as a tool for learning and growth. It emphasizes the need to actively engage with experiences, thoughts, and emotions, and to critically evaluate them in order to gain deeper insights and understanding. This model encourages nursing students to think analytically and develop a continuous learning mindset.

Kolb Reflective Model

“Knowledge results from the combination of grasping experience and transforming it.” – Kolb

The Kolb Reflective Model is based on the concept of experiential learning. It consists of four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. This model encourages nursing students to engage in a cyclical process of learning, where they actively participate in experiences, reflect on them, conceptualize their insights, and apply their learning in real-life situations.

Schön Reflective Model

“Reflection-in-action is the heart of the learning process.” – Schön

Schön Reflective Model emphasizes the importance of reflection in the midst of action. It focuses on the ability to think and adapt in real-time, making decisions based on professional knowledge and experiences. This model encourages nursing students to develop a reflective mindset that allows them to learn and grow while actively engaging in their practice.

Benefits of Reflective Writing in Nursing

Reflective writing plays a crucial role in nursing practice, offering numerous benefits for nursing students and professionals alike. By engaging in reflective writing, nurses can enhance their self-awareness, develop their critical thinking skills, and gain a deeper understanding of patient experiences. This section will explore the advantages of reflective writing in nursing and its significance in healthcare.

Enhanced Self-Awareness

Reflective writing fosters self-reflection, allowing nurses to examine their thoughts, emotions, and actions in various clinical situations. Through this process, they gain a deeper understanding of their strengths, weaknesses, and areas for improvement. This heightened self-awareness enables nurses to provide more effective and compassionate patient care, fostering a patient-centered approach.

Improved Critical Thinking

Reflective writing encourages nurses to think critically about their experiences and the impact of their actions. It requires them to analyze and evaluate the effectiveness of their decision-making and problem-solving skills. By reflecting on past experiences, nurses can identify areas where they can enhance their clinical practice and make informed decisions based on evidence and best practices.

Increased Empathy and Understanding

Through reflective writing, nurses develop a deeper empathy and understanding of patient experiences. By reflecting on their interactions with patients, nurses can recognize the emotions, fears, and challenges faced by individuals in their care. This increased empathy enables nurses to provide more holistic and patient-centered care, improving the overall healthcare experience for patients.

Continuous Professional Development

Reflective writing is an essential tool for nurses’ continuous professional development. It allows them to document their growth, learning, and achievements throughout their nursing career. By regularly engaging in reflective writing, nurses can identify areas for further development, set goals for improvement, and ensure they are providing the best possible care to their patients.

Overall, reflective writing in nursing is a powerful tool that empowers nurses to enhance their self-awareness, critical thinking skills, and empathy. By engaging in this practice, nurses can continuously improve their clinical practice, provide high-quality patient care, and contribute to the ongoing development of the nursing profession.

Nursing Reflective Essay Examples

Looking for inspiration for your nursing reflective essay? Here are some examples that showcase different experiences, reflections, and growth in the nursing profession.

These examples demonstrate how nursing reflective essays can provide valuable insights into personal experiences, reflections, and professional growth. They serve as excellent references to help nursing students develop their own reflective writing skills and gain a deeper understanding of the nursing profession.

Writing a Nursing Reflective Essay for Nursing School Application

A nursing reflective essay can be a powerful tool for nursing school applications. It allows applicants to showcase their self-awareness, critical thinking skills, and passion for the nursing profession. When writing a nursing reflective essay for a nursing school application, there are a few key tips to keep in mind.

Reflect on your passion for nursing

Start by reflecting on what drew you to the nursing profession and why you are passionate about it. Consider your personal experiences, such as volunteering or shadowing healthcare professionals, and how they have shaped your desire to become a nurse. Highlight your commitment to providing compassionate and quality patient care.

Share personal experiences in healthcare settings

Provide specific examples of your experiences in healthcare settings, such as clinical rotations or internships. Reflect on the challenges you faced, the lessons you learned, and how those experiences have impacted your growth and development as a future nurse. Discuss any significant interactions with patients, healthcare teams, or mentors that have shaped your understanding of the nursing profession.

Align with the nursing school’s values and mission

Research the nursing school’s values, mission, and educational philosophy. Ensure that your reflective essay aligns with these principles and demonstrates your commitment to the school’s mission. Use the nursing school’s prompts or essay questions as a guide to structure your essay and address the specific criteria they are looking for in applicants.

By following these tips, you can write a compelling nursing reflective essay that effectively conveys your passion for nursing, showcases your experiences, and aligns with the nursing school’s values. Remember to proofread your essay carefully for grammar and spelling errors and seek feedback from mentors or trusted individuals in the nursing profession to ensure your essay is clear, concise, and impactful.

(Table) Tips for Writing a Nursing Reflective Essay for Nursing School Application

Writing a nursing reflective essay can be a transformative experience for BSN nursing students. It allows them to gain valuable insight into their own growth and development as future healthcare professionals. Throughout this comprehensive guide, we have provided expert information and guidance on how to write a compelling nursing reflective essay.

By understanding the purpose of a reflective essay and the key elements to include, nursing students can effectively showcase their personal experiences and reflections. Incorporating reflection models such as Gibbs’ Reflective Model or Kolb Reflective Model can also provide structure and depth to their essays.

At NursingWriters.net, we are dedicated to empowering busy nurses and providing them with the tools they need to excel in their BSN programs. Whether it’s writing a reflective essay or any other writing challenge, we are here to support and guide nursing students towards success.

What is a nursing reflective essay?

A nursing reflective essay is a personal essay where the writer reflects on their own experiences and how those experiences have shaped their growth and development in the nursing profession.

How is a reflective essay in nursing different from a personal statement?

While a reflective essay in nursing focuses on the writer’s personal experiences and reflections, a personal statement is more of a formal document that highlights the writer’s qualifications, achievements, and future goals in the nursing profession.

What are the key elements to include in a nursing reflective essay?

The key elements to include in a nursing reflective essay are the inciting incident or event, personal reflections on the experience, specific details to create a vivid setting, and a description of the actions taken by the writer. It is important to avoid including academic details and excessive focus on emotions.

How should I write the introduction of a nursing reflective essay?

To write an engaging and informative introduction for a nursing reflective essay, you can grab the reader’s attention with an intriguing opening line, provide context and background information, and present a clear thesis statement. Focus on the specific event or experience that will be the main focus of the essay.

How should I structure the body paragraphs of a nursing reflective essay?

The body paragraphs of a nursing reflective essay should have a clear structure. Use the first paragraph to present the thesis statement and provide background information on the event. Use subsequent paragraphs to explore your reflections, emotions, and actions taken. Use specific examples and anecdotes to make the essay more engaging.

How should I conclude a nursing reflective essay?

To write a strong conclusion for a nursing reflective essay, you can summarize the main points discussed in the essay, provide a final reflection on your growth and learning from the experience, restate the thesis statement, and leave the reader with a thought-provoking statement or future outlook.

What are some tips for writing a nursing reflective essay?

Some tips for writing a nursing reflective essay include starting early, conducting thorough self-reflection, organizing your thoughts and ideas, and seeking feedback from peers or instructors. Pay attention to proper grammar and spelling, coherent writing style, and adhere to any formatting guidelines provided.

How can reflective tools and models help with nursing reflective essays?

Reflective tools and models provide structure and guidance for nursing students when writing reflective essays. Models such as Gibbs’ Reflective Model, Dewey’s Reflective Thinking Model, Kolb Reflective Model, and Schön Reflective Model can be used as frameworks for organizing thoughts and experiences in a nursing reflective essay.

What are the benefits of reflective writing in nursing?

Reflective writing in nursing offers benefits such as enhanced self-awareness, improved critical thinking skills, increased empathy and understanding of patient experiences, and continuous professional development. It promotes lifelong learning and helps improve patient care.

Where can I find nursing reflective essay examples?

You can find nursing reflective essay examples that showcase different experiences, reflections, and growth. These examples incorporate personal reflections, specific details, and professional insights into nursing practice. They demonstrate the diversity of topics and experiences that can be explored in nursing reflective essays.

How can I write a nursing reflective essay for nursing school applications?

To write a nursing reflective essay for nursing school applications, reflect on your passion for nursing, personal experiences in healthcare settings, and future goals in the nursing profession. Address specific prompts and align the content with the nursing school’s values and mission.

How can writing a nursing reflective essay benefit BSN nursing students?

Writing a nursing reflective essay allows BSN nursing students to gain insight into their own growth and development as future healthcare professionals. It helps improve critical thinking skills, self-awareness, and understanding of patient experiences. It also promotes continuous professional development.

Jermaine Huey

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Nursing Reflective Essay: Examples + Useful Writing Tips [2024]

Do you need to write a reflective nursing essay? Whether you are a nursing student or already working, we know that you may be too busy writing papers. We’ve prepared information for you about reflection models and nursing reflective essay examples, writing instructions, and templates for the outline. This article will teach everything you need to make writing your essay easier.

So, how do you write an academic reflective essay?

What Is a Reflective Essay?

15 best reflective essay topics: nursing, nursing reflective essay examples, reflective tools and models, reflective essay writing tips, reflective essay body paragraphs, how to conclude a reflective essay.

In a reflective essay, you express your thoughts based on your knowledge, beliefs, reflections, and experiences. A reflective essay is best described as an exceptional and personal essay: you will have a lot to think about, comprehend, and explain. You have to demonstrate the feelings that you have experienced before. It should be honest. If you have any opposing thoughts and feelings about the topic, you should write them.

The peculiarity of a reflective essay, unlike an analytical one, is in the expression of thoughts based on personal experience.

How long does a reflective essay last? It’s simple. It depends on your topic and how you express your thoughts. But you have to remember that this is a highly brief type of essay, and you can do it with a few pages.

You can check out the 100% free essay samples to see it all.

What Is a Reflection in Nursing Essay?

Nursing involves many aspects of work, and reflection is one of the critical tools for developing professional competence and personal skills. In nursing, reflection is important because it provides all the prerequisites for further personal growth. It is a reflection that will allow you to take a broader look at your strengths and weaknesses and assess your prospects.

Think of your nursing reflective essay as a chance to reflect on your career, skills, and personality, which will lead to further improvement.

• Empathy and support in nursing.
• Communication with patients is one of a nurse’s most important tasks.
• Nursing is the art of caring for the patient during illness.
• The key is not to cause harm but to help afterward.
• Time management in nursing.
• The Patient’s Interests Come First.
• Why did I become a nurse?
• Doctor- patient confidentiality in nursing.
• The importance of enhancing soft skills for the nurse.
• Nursing knowledge should not be limited to narrowly professional information.
• Reflective essay on the internship .
• Nursing culture and ethics .
• Deontology of nursing and its synthesis with my personal experience.
• Nursing clinical reflection essay.
• Nursing issues for the elderly.

To better understand what reflexivity is, let’s look at examples based on these articles:

Scientists from different fields of science invented many models to simplify the process of reflection. Below are reflection models you can use in your essay nursing writing practice.

Gibbs’ Reflective Model

In 1998, Graham Gibbs introduced his reflexive model to the world. Gibbs’ model is a cycle and, therefore, excellent for analyzing repetitive experience.

It covers 6 stages:

• Description. What happened? Don’t judge or try to conclude yet; just describe.
• Feelings. What were your reactions and emotions? Again, don’t begin to analyze them yet.
• Evaluation. What was good or bad about the experience? Make value judgments.
• Analysis. Were different people’s experiences similar or different in importance?
• Conclusions. What conclusions can you draw in a general sense from this experience and your analysis? What conclusions can you draw about your particular, unique personal situation or way of working?
• Personal action plans. What steps are you going to take based on what you have learned? What are you going to do differently in this situation next time?

Dewey’s Reflective Thinking Model

John Dewey believed that reflective thinking is the active, persistent, and careful evaluation of a belief or assumed form of knowledge, the grounds for that knowledge, and the additional conclusions to which knowledge leads.

John Dewey’s Reflective Model was one of the first and has been the foundation for many other models. He identified five steps of reflective thinking:

• Step 1: Identify the problem.
• Step 2: Investigate the issue.
• Step 3: Generate several possible solutions.
• Step 4: Evaluate the options and select the best answer from the combination of solutions.
• Step 5: Test and implement the solution.

Kolb Reflective Model

The Kolb Reflective Model or “Kolb cycle” focuses on transforming information into knowledge. The basic four steps of the Kolb model are as follows:

• Concrete experience. Anyone should already have experience in the field or area they want to learn.
• Observation and reflection . This stage implies analyzing the person’s experience and knowledge .
• Forming abstract concepts . A model describing the information and expertise is built at this stage . Ideas are generated, interrelations are made, and new information is added concerning how everything works and is arranged.
• Testing in new situations . The last stage implies experimentation and testing the model’s applicability and concept . The result of this stage is a direct unique experience. Then the circle closes.

Schön Reflective Model

Donald Schön’s reflexive model was described in the book ‘ The Reflexive Practitioner .’ He explained how professionals solve problems with a kind of improvisation that is perfected through practice.

Schön’s reflective model , like his writings, is based in many ways on the Dewey we already know

• Action reflection involves reflecting on an experience you have already had or an action you have already taken. It involves considering what could have been done differently and the positive aspects of that interaction.
• Reflection in action involves reflecting on your efforts as you make them and considering issues such as best practices throughout the process.

Bouds Reflective Model

David Bouds paired with Schön to explore the limits of reflective practice. This model is based on learning by doing. By analyzing his own experience, the practitioner begins to understand better how to improve certain things.

Bouds suggests that by reflecting, a person may be unconsciously learning. In reassessing the events of his life, he systematizes and classifies emotions, ideas, and results, as well as results, and compares past goals with results.

Past experiences, experiences, and ideas require constant analysis attention to feelings. This leads to new perspectives, commitment to action overall positive changes in behavior.

Driscoll Reflective Model

John Driskoll proposed a simple model of reflection at the beginning of the 21st century. It involves reflection through extended answers to questions we are already familiar with. The scholar linked the three basic questions to the stages of the experiential learning cycle and then added trigger questions that must be answered to complete the process of reflection.

Step 1: What? Sets out to recall what happened as objectively as possible, without criticizing anything that happened

• What exactly happened?
• What exactly did you do?
• Was anyone else involved?
• Was it a good experience? Or a bad experience? Or both? And why?

Step 2: So what? It requires you to slow down and start looking for patterns or meaningful moments. The key here is to bring in concepts that help shed light on what is going on.

• How did you feel at that particular moment?
• How did you react?
• Why did you react that way?
• Did you feel the same way about the situation then as you do now?
• Did you experience conflict with your values?
• Do you think past cases influenced your experiences in this situation?
• Who else was involved in the situation? How did they feel? And how did they react? And why did they react that way?

Step 3: Now what? Encourages beginning to transfer new knowledge into future situations and other contexts.

• What did you learn from reflecting on this situation/experience/incident?
• Could you have prevented the negative consequences?
• And how might you have done so?
• What would you have done differently if a similar situation arose in the future?
• What could you have done to better prepare for it?
• Where did things go wrong last time, and what would you focus on now?

5R Framework

The 5R Framework was developed in 2002 by a group of scientists as a universal system of reflection, later modified.

It focuses on five basic steps, each addressing one aspect of reflection. Thinking through the five stages, an individual will engage all of the major reflection components, allowing you to create a critically meaningful review based on your experience.

• Report. What do you see and hear? Write it all down.
• React. What do you think is happening? What works well and what doesn’t? How do you feel about the situation you are reflecting on? What is it about this situation that makes you feel this way?
• Relate. How do my perceptions of this situation relate to my personal and professional experiences? How do they relate to my knowledge and skills? Through what “lens” do you view this situation? From the perspective of classroom management or collaborative learning? Do you need professional development in terms of content knowledge?
• Reason. Do you relate your point of view to someone else’s and how it affects the situation? Does sound practice support your strategies, or do you use different approaches? How does your point of view affect how you understand the problem? Could another point of view be helpful?
• Reconstruct. What did you learn from this observation, and how will it affect your practice?

CARL framework

The CARL framework of reflection involves going through four stages: context, action, results, and learning. The vastness of this model gives a lot of information, and even at the first stage, you can already get a lot of valuable data. But this is also its main disadvantage because it makes the model more complex.

The framework has four steps:

• Context : Description of the context of the experience.
• Action : Explanation of the action taken.
• Results : Explanation of what your actions led to.
• Learning : Identification of the experience and knowledge gained.

Now that we’ve covered the basic concepts let’s write a reflective nursing essay.

Reflective Essay Outline

How to make a reflective essay? First, write an outline.

Any reflective essay is a statement of thoughts about something, and the outline acts as a sketch in which you write them down. Creating it is the first step to creating high quality and vivid essay.

What would make a good outline structure for a reflection essay? Structure all your knowledge. Write what you want to see in the introduction, body, and conclusion.

Here is the reflective essay outline template:

• Hook: Use a catchy statement to set the tone and introduce the article.
• Mention the main points.
• Thesis statement: Include all the important points and ideas in one statement.
• Topic sentence: Carefully explain the first idea in one sentence.
• Proof of topic or idea: Use authoritative sources to support the idea.
• Idea analysis: Apply logic and rational thought to the idea and information from the source.
• Topic sentence: Carefully explain the second idea in one sentence.
• Topic sentence: Carefully explain the third idea in one sentence.
• Repeat the statement of the thesis.
• Review the main ideas
• Final, concluding sentence

Reflective Essay Thesis

A thesis statement is a condensed version of the paper in which you must briefly explain your position. The point is for your audience to read it and understand your work.

To make a good thesis statement for a reflective essay, you need to formulate your thought on paper. To begin with, think well about the problem, and develop your attitude toward it. That’s why the thesis statement should be created after writing the outline. It is unnecessary to give everything out in advance to the reader because later, you will unfold this thought more broadly.

After successfully developing the thesis statement, you can proceed to the actual writing.

And so, below, you can see examples of the reflective essay introduction and conclusion. Learn what its body of it is.

How to Start a Reflective Essay? Examples

You need to start any paper in the right way. How to write a reflective essay introduction? Check these examples:

• Practice and theory do not always agree. Not all of the medical reference books that I have been able to study are fully applicable in practice. John Kimble’s case is a testament that it is often necessary to rely on them and consider the specific situation. He complained of dizziness, and the doctors advised him to get a blood iron test. The test showed that there was nothing wrong. But as it turned out later, this was an erroneous result because Kimble had eaten redfish rich in iron the day before, which temporarily raised the iron in his blood.
• I had always dreamed of becoming a nurse, but my fear of blood robbed me of all desire to study. But still, my passion and ambition made me pull my will into a fist. I had to change and forget what fear of blood was. I lived my dream, which helped me overcome one of my fears.
• A few years ago, I went through a severe emotional crisis. I had always dreamed of going to the University of California, as it is one of the most prestigious medical universities in the United States. But unfortunately, I failed my entrance exams, so I had to study at the university in my hometown. My failure seemed like a disaster, but now I realize it was a real blessing.

The essay’s body carries arguments, explanations of the topic, and the main body of information.

Each paragraph should begin with short introductory sentences, and the body of the sections should be divided into several parts. This will help you better structure what you have written and help the reader navigate through the text.

It is worth remembering about argumentation. There should be several things that you rely on in your position. Describe each of them in detail in a separate paragraph. Observe the semantic sequence. A mistake, in this case, will be to repeat twice the same argument in different words. It will give the reader the impression that there is nothing to say.

You should also remember about transitions in a reflective essay. Move smoothly from one aspect to another and take your time.

How to end a reflective essay? In conclusion, you should focus on pulling together all of the material, summarizing all of the points made and what you have learned. Try to include a few moments about why and how your attitudes and behaviors changed. Here are some examples:

• Was the practice of volunteer nursing helpful to me? Absolutely! I was grateful for these weeks because I learned a lot. But most of all, I have learned my Soft skills, which will help me get used to my professional activities.
• At that moment, I thought about who would be the priority in that situation, and I still believe it was the patient. If the same problem were to arise again, I think I would do nothing but speak up and justify my decisions. I recognize and know that time management and prioritization are essential skills in nursing, and I hope that my skills will improve with practice.
• I reflected on how personal values can affect professional practice from the incident. Still, it is crucial to consider that the organization has its own set of values to follow, regardless of personal values. Finally, in reflecting on the incident, I was able to discuss the importance of quality assurance monitoring and health care evaluation both in general and during the incident, which allowed me to consider what conclusions were drawn from the incident and how to prevent similar situations occurring again.

So, now you have examples and an idea for writing a reflective nursing essay. Writing your paper will become many times easier and faster.

If this article was helpful, share it with your friends and colleagues!

❓ What Is the Purpose of Writing a Reflective Essay?

A reflective essay aims to express one’s thoughts about a previous experience, including how one changed in the process and what one learned. It is often described in a diary entry; they are intended to demonstrate how the author’s thoughts have changed over time.

❓ What Makes a Good Reflective Essay?

A reflective essay is a combination of both objective and subjective elements. We mix scholarly analysis with personal experiences. This type of paper should explain to readers how our experience influences our behavior and what lessons we learned.

❓ What Are the 3 Basic Parts of Reflection Paper?

An essay should have a clear structure and must contain three parts. It should have a clear introduction reflecting the problem, then the central part with an analysis of the causes, and the conclusion with possible solutions to the problem or how it affected the author.

❓ What Is the Best Reflective Model to Use in Nursing?

One of the best options for nurses is the Gibbs model. The model is accessible and extremely simple. Therefore it can be operated without any problems in any situation.

• Reflection toolkit: The University of Edinburgh
• Essay Conclusions: University of Maryland
• Thesis Statements: UNC Writing Center
• A short guide to reflective writing: University of Birmingham
• Outlining: Harvard College Writing Center
• Reflective Practice in Nursing: ZU
• Critical self-reflection for nurse education: NCBI
• Essay Structure: Harvard College Writing Center
• Essay Structure: UAGC Writing Center
• General tips for academic reflections: The University Of Edinburgh
• Reflective essays – ANU
• Writing An Essay Title – Illinois Valley Community College
• Nursing Essay Help: Medical Essay Writing Service in UK
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Writing a Nursing Reflective Essay: Unveiling the 4 Biggest Success Tips for Nurses

Reflective practice is a cornerstone of the nursing profession, empowering nurses to enhance their skills, knowledge, and personal development. Nursing reflective essays serve as a powerful tool for nurses to explore their experiences, emotions, and thoughts surrounding specific incidents or situations encountered in their practice. In this blog post, we will delve into the significance of reflective essays in nursing, understand the reflective process, highlight the benefits of self-reflection for professional growth, and provide valuable tips for writing an impactful nursing reflective essay.

1. Understanding Reflective Practice

Reflective practice is a deliberate process that involves critically examining one’s experiences, actions, and responses in various clinical scenarios. It is a cyclical journey that incorporates observation, analysis, and evaluation to gain insights into personal strengths and areas for improvement. Reflective essays provide nurses with a structured platform to document and assess these experiences, enabling them to identify patterns, evaluate their performance, and enhance their practice.

By engaging in reflective practice, nurses are encouraged to think deeply about their actions, decisions, and the impact they have on patient care. It allows them to question their assumptions, biases, and preconceptions, leading to a more comprehensive understanding of the complexities of healthcare delivery. Reflective practice promotes an ongoing process of learning and growth, ensuring that nurses continually strive for excellence in their profession.

2. The Reflective Process

A. description:.

In this initial stage of the reflective process, nurses provide a detailed account of the event or incident they wish to reflect upon. They describe the context, setting, and individuals involved, ensuring a clear understanding of the situation. This description sets the foundation for a thorough reflection.

b. Feelings and Thoughts:

Nurses delve into their emotional and cognitive responses to the event, expressing their initial feelings, thoughts, and reactions. They consider how their emotions may have influenced their actions and decision-making during the incident. This introspection allows nurses to recognize their own biases and explore alternative perspectives.

c. Evaluation:

This stage involves an objective evaluation of the event, considering the outcome, patient outcomes, and the nurse’s own performance. Nurses analyze their actions, identifying strengths and areas for improvement. They reflect on their communication skills, technical proficiency, and adherence to professional standards. This evaluation helps nurses acknowledge their achievements and recognize areas where further development is required.

d. Analysis:

Nurses engage in critical analysis of the event, seeking underlying factors, patterns, and relevant literature or guidelines. They explore the impact of personal beliefs, values, and ethical considerations on their decision-making. They may reference research, best practices, or theoretical frameworks to gain a broader understanding of the situation and identify potential areas for improvement.

e. Conclusion:

In this final stage, nurses summarize their learnings from the reflective process. They outline the key insights gained, identify changes in their understanding or practice, and explore strategies for future improvement. This conclusion serves as a roadmap for personal and professional growth, providing a clear direction for further development and enhancement of nursing practice.

3. Benefits of Nursing Reflective Essays

A. enhancing critical thinking:.

Reflective essays foster critical thinking skills by encouraging nurses to question their actions, assumptions, and the evidence behind their decisions. This process promotes a deeper understanding of the complexities of patient care and encourages evidence-based practice. Nurses develop the ability to analyze situations from multiple perspectives and make informed decisions that prioritize patient safety and well-being.

b. Personal Development:

Nursing reflective essays promote self-awareness, emotional intelligence, and personal growth. Nurses gain a deeper understanding of their own values, beliefs, and biases, which allows them to provide more compassionate and patient-centered care. By reflecting on their experiences, nurses can identify their strengths and weaknesses, reflect on their interpersonal skills, and enhance their ability to empathize and connect with patients and their families.

c. Professional Growth:

Nursing reflective essays provide nurses with a platform to reflect on their professional development, identifying areas for improvement and formulating strategies for advancement. Through self-reflection, nurses can assess their competence in various aspects of nursing practice, such as clinical skills, leadership abilities, and communication. They can set goals for ongoing learning and development, ensuring they keep pace with evolving healthcare practices, technologies, and research.

d. Improved Patient Care:

By engaging in reflective practice, nurses can improve the quality of care provided to their patients. Nursjng reflective essays enable them to identify and rectify errors, enhance communication and teamwork, and ensure patient safety and satisfaction. Nurses gain valuable insights into their own performance, allowing them to make necessary adjustments to their practice to deliver optimal patient outcomes. Reflective practice encourages a proactive approach to addressing challenges and continuously improving the care provided.

4. Tips for Writing a Nursing Reflective Essay

A. select an appropriate incident:.

Choose an incident or situation that had a significant impact on your practice or personal growth. It should be relevant, recent, and conducive to deep reflection. Consider incidents that challenged your assumptions, presented ethical dilemmas, or highlighted areas for improvement.

b. Use a Structured Approach:

Follow a reflective framework, such as the Gibbs’ Reflective Cycle or the Johns Model of Reflection , to guide your nursing reflective essay. This structure will help ensure a comprehensive and organized reflection. Start by describing the incident, explore your feelings and thoughts, evaluate your actions, analyze the situation, and conclude with key learnings and action points.

c. Be Honest and Self-Critical:

Reflect on your actions and decisions with honesty and self-criticism. It is essential to acknowledge any mistakes or areas where you could have performed better. Nursing reflective essays are not meant to place blame but rather to promote growth and improvement. Recognize your strengths and weaknesses and explore strategies to build on them.

d. Connect Theory and Practice:

When researching your nursing reflective essay, explore relevant theories, guidelines, or evidence-based practices that relate to the incident. Consider how these resources could have influenced your actions or outcomes. Integrating theoretical knowledge with practical experience enhances your understanding and enables you to make informed decisions in future situations.

e. Focus on Learning and Growth:

Emphasize the lessons learned from the nursing reflective essay writing process. Identify specific actions or changes you will implement in your future practice to enhance your skills and improve patient care. Nursing reflective essays should demonstrate a commitment to ongoing learning and improvement. Share your plans for continuing professional development, such as attending relevant workshops, seeking mentorship, or engaging in further education.

Nursing reflective essays offer a valuable opportunity for self-reflection and professional growth. By engaging in the reflective process, nurses can gain insights into their actions, emotions, and thoughts, leading to improved critical thinking, personal development, and ultimately, enhanced patient care.

Embracing reflective practice allows nurses to continually evolve and adapt to the ever-changing healthcare landscape, ensuring the provision of high-quality, patient-centered nursing care. Through reflective essays, nurses can unlock their potential, foster empathy and compassion, and become lifelong learners committed to continuous improvement.

Nursing Assignment Help

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Exploring the therapeutic relationship through the reflective practice of nurses in acute mental health units: A qualitative study

Diana tolosa‐merlos.

1 Institut de Neuropsiquiatria i Addiccions, Hospital del Mar, Barcelona Spain

Antonio R. Moreno‐Poyato

2 Department of Public Health, Mental Health and Maternal and Child Health Nursing, Nursing School, Universitat de Barcelona, L'Hospitalet de Llobregat Spain

3 IMIM (Hospital del Mar Medical Research Institute), Barcelona Spain

Francesca González‐Palau

4 Hospital Santa Maria, Salut/Gestió de Serveis Sanitaris, Lleida Spain

Alonso Pérez‐Toribio

5 Unitat de Salut Mental de l'Hospitalet, Gerència Territorial Metropolitana Sud, Institut Català de la Salut, L'Hospitalet de Llobregat Spain

Georgina Casanova‐Garrigós

6 Department and Faculty of Nursing, Universitat Rovira i Virgili, Tortosa Spain

Pilar Delgado‐Hito

7 Department of Fundamental Care and Medical‐Surgical Nursing, Nursing School, Universitat de Barcelona, L'Hospitalet de Llobregat Spain

8 GRIN‐IDIBELL (Nursing Research Group‐ Bellvitge Biomedical Research Institute), L'Hospitalet de Llobregat Spain

Associated Data

The data that support the findings of this study are available from the corresponding author upon reasonable request.

Aims and objectives

To explore the therapeutic relationship through the reflective practice of nurses in acute mental health units.

In mental health units, the therapeutic relationship is especially relevant for increasing the effectiveness of nursing interventions. Reflective practice is considered an essential aspect for improving nursing care.

Action and observation stages of a participatory action research project.

Data were collected through reflective diaries designed for the guided description and reflection of practice interactions related to the therapeutic relationship and content analysis was applied. A total of 152 nurses from 18 acute mental health units participated. The COREQ guidelines were used.

The results were classified into three categories as follows: (i) Nursing attitude as a core of the therapeutic relationship. For the nurses, the attitudinal component was key in the therapeutic relationship. (ii) Nursing practices that are essential to the therapeutic relationship. Nurses identified practices such as creating a conducive environment, using an appropriate verbal approach, offering help and working together with the patient as essential for establishing a therapeutic relationship in practice. (iii) Contextual factors affecting the therapeutic relationship. The nurses considered the patient's condition, the care dynamics of the unit and its regulations, as well as the structure and environment of the unit, as contextual factors involved the establishment of an adequate therapeutic relationship in daily clinical practice.

Conclusions

This study has provided knowledge of the importance and role of the nurses' attitude in the context of the nurse–patient therapeutic relationship based on the reflections of nurses in mental health units regarding their own practice.

Relevance to clinical practice

These findings help nurses to increase awareness and develop improvement strategies based on their own knowledge and day‐to‐day difficulties. Moreover, managers can evaluate strategies that promote motivation and facilitate the involvement of nurses to improve the therapeutic relationship with patients.

What does this paper contribute to the wider global clinical community?

• An in‐depth analysis of nurses' reflections regarding the aspects that underlie the therapeutic relationship in their clinical practice enables the nurses themselves to become aware and to develop strategies for improvement based on their own knowledge.
• Understanding and confirming how the attitudinal component is a key element for nurses in the practice of the therapeutic relationship allows managers to evaluate strategies that promote motivation and facilitate the involvement of nurses to improve their practice with patients.
• The results point to the need for further studies aimed at identifying and implementing strategies that facilitate mental health nurses to incorporate and improve attitudinal skills related to establishing the nurse–patient therapeutic relationship in clinical practice.

1. INTRODUCTION

The nursing discipline is defined as a significant, therapeutic and interpersonal process that acts in conjunction with other human processes that make health possible for individuals (Peplau, 1988 ). The relationship established between nurse and patient is therapeutic, regardless of the setting in which care is provided (Stevenson & Taylor, 2020 ). However, in the mental health unit setting, the therapeutic relationship is especially relevant to increase the effectiveness of any nursing intervention (McAndrew et al., 2014 ). Reflective practice is considered an essential aspect of improving nursing care and generating knowledge (Vaughan, 2017 ). This paper aims to deepen the knowledge of the therapeutic relationship based on the reflections of nurses regarding their practice, in the context of current challenges within the mental health acute care setting.

1.1. Background

Based on Peplau's model of interpersonal relationships by ( 1988 ), which is the most widely held theory in the mental health nursing community, many authors have based their models on person‐centred mental health nursing (Barker & Buchanan‐Barker, 2010 ; O'Brien, 2001 ; Scanlon, 2006 ). All of them identify the therapeutic relationship as the foundation of nursing practice and the pillar upon which mental health nursing has been built (McAllister et al., 2019 ; Moreno‐Poyato et al., 2016 ). The proper establishment of the nurse–patient therapeutic relationship is especially relevant to increase the effectiveness of any nursing intervention in acute psychiatric units (McAndrew et al., 2014 ).

The therapeutic relationship could be defined as a human exchange (Peplau, 1988 ) that is based on effective communication that favours the possibility for a person to help another person to improve their health condition, with the objective that, through such communication, the person will be able to develop interpersonal and problem‐solving skills (Forchuk et al., 1998 ). To this end, concepts such as understanding, interest, availability, individuality, authenticity, warmth, respect and self‐knowledge are basic pillars for the nurse (Moreno‐Poyato et al., 2016 ). The literature points out that mental health nurses seem to be knowledgeable of the importance of the therapeutic relationship in inpatient units; however, the reality of clinical practice leads us to believe that theoretical knowledge is not enough to create a good bond with patients (Moreno‐Poyato et al., 2016 ). In addition, the literature points out that for nurses, the implementation of the therapeutic relationship in the current context of mental health units has suffered a strong impact related to neoliberal policies, with increased management and a risk‐centred approach (Kingston & Greenwood, 2020 ). Thus, today's environments are chaotic, and nurses are committed to therapeutic work, yet they struggle to balance it with the new demands of management (Kingston & Greenwood, 2020 ). In addition, barriers such as lack of time, communication problems (Harris & Panozzo, 2019a ), the physical structures of the units, the ratios or the cultures of care are external factors that limit the therapeutic relationship (Tolosa‐Merlos et al., 2021 ). If nurses are unable to become aware of how they respond to time pressure, frustration or unclear care policies, there is a risk that these barriers will become entrenched, new ones will be created and the patient will perceive their actions as lacking care, presence or involvement (Harris & Panozzo, 2019b ). Thus, although nurses recognise the importance of self‐awareness and knowing how to recognise how their actions can impact the therapeutic relationship and the care provided to patients, they are also aware of the need for self‐awareness (Thomson et al., 2019 ), institutions and, in general, care policies should encourage nurses to be aware of interpersonal influences, as well as the desirability of providing a safe and supportive clinical environment for these relationships (Stevenson & Taylor, 2020 ).

From the patients' point of view, in the complex environment of inpatient units, their interactions with staff are central components to their satisfaction regarding their experience with admission (Molin et al., 2021 ). When staff spend time, engage in daily activities, and recognise patients as individuals, patients seem to find it easier to be physically and emotionally closer to each other and to themselves (Eldal et al., 2019 ; Moreno‐Poyato et al., 2021 ). However, this therapeutic commitment is not always met in practice, and interventions to improve participation are few and far between and ineffective (McAllister et al., 2021 ).

Thanks to the therapeutic relationship, nurses are in a key position to lead the development of customised interventions (Molin et al., 2021 ). However, there is a significant gap in the literature regarding improving the quality of the therapeutic relationship in acute mental health units (Hartley et al., 2020 ). The nursing profession is characterised by its ability to reflect on practice to improve care and provide more person‐centred care, which is why there is a need to increase the use of evidence‐based practice (Vaughan, 2017 ). In fact, reflective practice allows practitioners to learn from their experiences (Bulman & Schutz, 2013 ; Schön, 1987 ). When nurses are given time to reflect through guided reflection questions they are able to gain valuable insight into practice (Bolg et al., 2020 ); therefore, reflective practice helps nurses integrate their emotional response and practical experience into a better understanding of the care they provide, incorporating knowledge and applying theory (Vaughan, 2017 ). Thus, although the nurse–patient therapeutic relationship has been extensively studied, no studies to date provide knowledge on the establishment of the therapeutic relationship and its implications based on the reflection on the nurses' own practice. Consequently, knowing the meaning of the therapeutic relationship together with the elements that facilitate and hinder its implementation in the complex practice of current acute mental health units can be a starting point for both nurses and managers to become aware of the needs and for the design of strategies for improvement, suited to the reality of clinical practice.

In this regard, the aim of this study was to explore the phenomenon of the therapeutic relationship through the reflective practice of nurses in acute mental health units.

2.1. Design

This study is part of a multicentre mixed methods study involving 18 acute mental health units in Catalonia (Spain) (MiRTCIME.CAT). The principal aim of the project is to improve the nurse–patient therapeutic relationship through the implementation of evidence. The project was carried out following a sequential and transformational design. Quantitative methods were used based on a single‐group quasi‐experimental design with baseline and follow‐up measurements in phases I and III of the project. In the second phase, qualitative methodology was used. In its qualitative component, participatory action research (PAR) was proposed, framed within the constructivist paradigm and following the model by Kemmis and Mctaggart ( 2008 ). A two‐cycle process consisting of four stages each was designed to carry out the PAR. Specifically, this work corresponds to the action and observation stages of the first cycle. These stages are basic in the PAR process of change and make it possible to generate relevant knowledge regarding habitual practice (Cusack et al., 2018 ). In fact, it allows nurses to understand their practices as the product of particular circumstances and thus to identify the crucial aspects on which it may be possible to transform the practices they are carrying out (Kemmis & Mctaggart, 2008 ). The study is reported in line with the Consolidated criteria for reporting qualitative research guidelines (COREQ: Tong et al., 2007 ) (File S1 ).

2.2. Participants

All the acute mental health units that were part of the Catalan Mental Health Network ( n  = 21) were informed of the study. The principal investigator presented the research project and its objectives to the management of each centre through informative sessions. Finally, 18 units agreed to participate. A nurse from each unit joined the research team and this researcher was in charge of coordinating the study at their centre and recruiting the nurses from each unit. All nurses employed in the participating units ( n  = 235) were invited to participate in the study. The inclusion criteria for the participating nurses were belonging to the permanent or interim staff and being assigned to the acute unit at the time the intervention began. The following nurses were excluded from the study: nurses who were training to obtain ‘the official qualification of mental health nurse’, staff nurses who were scheduled to be on leave or maternity leave during the intervention. Thus, a convenience sample of 195 nurses agreed to participate in PAR, of which, ultimately 152 nurses completed the action and observation stages of the first part of this study.

2.3. Data collection

During a previous meeting among the entire research team, a guide was agreed upon so that the nurses could self‐observe their clinical practice in relation to the establishment of the therapeutic relationship. The research team sent the self‐observation guide by email to each nurse, along with a reflective diary in which the nurses were asked to record the self‐observation data (File S2 ). The diary was to include the description and reflection of three types of common interactions in their usual clinical practice: (a) a standard situation of welcoming a patient for admission, (b) an interaction in which there was a pre‐agitational state that required verbal de‐escalation and (c) an interaction whereby the patient is approached individually, promoted by the nurse and in the absence of any demand on behalf of the patient. The structure of the diary, together with the instructions for completion, pursued two purposes. First, to enable nurses to reflect on their starting assumptions, to understand their practice, to understand themselves and their patients, and, finally, to understand their profession (Price, 2017 ). Second, to monitor the process of change planned for the PAR, according to the proposals of Kemmis and Mctaggart ( 2008 ). In this sense, for each interaction, the nurses had to record the description of the situation, the type of verbal and nonverbal language they had used, their reflected intervention, their emotions during the interaction and, finally, a reflection on the influence of the environment on the interaction. Once the nurses had completed the diary, they sent it to the research team by e‐mail. The data were collected between April and June 2018.

2.4. Ethical considerations

This study was approved by the Research Ethics Committees of all the participating hospitals. The nurses participated on a voluntary basis, and all participants signed an informed consent form. Nurses did not receive any compensation or incentive for participating in the study. To maintain the confidentiality and anonymity of the data obtained, each nurse received an alphanumeric code that was incorporated into their diary. The diaries were sent to a generic e‐mail of the project that was only accessible to the principal investigator of the project, subsequently, the data were stored on a computer used exclusively for this study.

2.5. Data analysis

The content analysis method was used to analyse the data (Crowe et al., 2015 ). The diaries reached the first author and were coded to preserve the anonymity and confidentiality of the participants. Under their responsibility, the entire coding and categorisation process was carried out in a consensual manner by a collaborative team that formed the backbone of the process of developing a rigorous coding system (Merriam, 2016 ). In the first stage of analysis, the text was fragmented into descriptive codes assigned exclusively according to their semantic content. In a second stage, these initial codes were grouped into more analytical subcategories, which classified the codes according to the meaning of the linguistic units and their combinations. This led to a third hierarchical stage in which, considering the semantic analysis of the previous subcategories, the codes were ranked inductively. The first and second steps were taken iteratively until a more specific understanding of the subcategories was achieved. These steps were carried out primarily by the first author and discussed and reflected upon continuously and critically within the research team. Throughout the process, the QRS NVivo 12 program was used as computer support.

2.6. Rigour

Reflexivity was continuous throughout the process. Most of the researchers were experts in mental health, with training in qualitative methodology and experience in previous similar studies. As this was a multicentre study and a very large research team, neutrality was ensured as team members adopted an open attitude towards sharing, reasoning and discussing the findings as they emerged. In addition, the team became aware of its initial onto‐epistemological positioning, which was reflected in the design of the self‐observation guide for this stage of the process. As the research progressed, team members repeatedly contrasted the experiences identified in the participants' diaries with their own opinions. They asked follow‐up questions for the generation of new knowledge without guiding the participants' responses, so that this initial positioning could not influence the subsequent analysis. Similarly, the credibility and confirmability of the data should be emphasised, given the triangulation of the researchers in the analysis process and the constant auditing of the results by the participants in subsequent groups. In relation to the transferability of the results, in the case of this study, where participation is so high and from so many centres, it ensures that the results are valid for all units.

3. FINDINGS

The diaries of 152 nurses working at 18 centres were collected and analysed. The nurses ranged in age from 22 to 62 years, with a mean age of 33.6 years (SD = 9.4). Over 70% of the nurses were female. Their experience in mental health was a mean of 7.6 years (SD = 7.5). Almost a quarter of them had the official title of mental health nurse specialist and over 25% of the nurses had a doctoral or master's degree. All facility shifts were equally represented in the sample, although 40% of the nurses had rotating shifts or served on an as‐needed basis (Table ​ (Table1 1 ).

Participants' sociodemographic and professional characteristics ( n  = 152)

Data are shown as absolute number (percentage).

Abbreviation: MH, mental health.

The nurses, by describing and reflecting on their interactions with patients, expressed what the therapeutic relationship was for them and how it was carried out in their usual clinical practice. In this sense, three main categories were identified that responded to how they gave meaning to what the therapeutic relationship represented in practice and what limitations they identified in it (Figure ​ (Figure1 1 ).

Nurses' reflections on the practice of the therapeutic relationship in acute mental health units

3.1. Nursing attitude as a core of the therapeutic relationship

After reflecting on their practice, the nurses stated that attitude was a key element in establishing a quality therapeutic relationship with patients in the units. In this regard, they identified different attitudinal components. In the first place, the nurses considered the attitude of openness to the relationship. This meant being open and available, offering time, letting the patient talk and being attentive to the person's needs.

Patients are confused when they are first admitted and need the staff to listen to them and spend time with them. I always try to use an empathetic approach and be honest from the very beginning. I think it is very important for the patient to know that they can count on me, I try to convey that I am available if they need me. (01DR101)

However, they also identified that, in order to maintain this attitude, they had to be aware of barriers such as the presence of prejudice, the unavailability of other team members, the belief that the therapeutic relationship is useless, or lying to the patient.

The first contact already gives me the feeling that there may be a personality background, a victimizing attitude, excessively correct at times, totally inadequate at others, in spite of which I stay on track and treat him with the utmost respect. (10DR101). Certain users only perform certain actions to push you to the limit. (13DR103)

Secondly, they referred to the communicative attitude as another basic element in the therapeutic relationship. In this case, the nurses considered that special attention should be paid to both their verbal and nonverbal language when interacting with patients. In this sense, they pointed out the need to establish a dialogue with the patient by means of clear and concrete messages, with an appropriate tone and without shouting, as well as showing interest in the conversation, listening attentively, without showing tiredness or boredom, and adapting their distance and physical contact to each situation.

I try to be aware of my gestures, I avoid being invasive, respecting the safety distance with the patient at all times. Regarding verbal language, I use neutral terms, a friendly and calm tone of voice. (04DR115). In a polite but firm manner, I explain to the patient his situation and the alternatives I can offer him instead of smoking. The language is clear and concise, responding directly to what he asks. Saying NO if necessary, as sometimes vague answers upset the patient even more. (04DR104)

In addition, they considered it extremely important that, as caregivers, they should adapt to the other person, that is individualise the care they provide in the context of the therapeutic relationship. This implies considering the patient's psychopathological and emotional state at any given moment, as well as the patient's age, language or culture. This often meant postponing interviews, adapting language, using sign language to communicate, agreeing on a special type of diet, or even relaxing the rules and letting the patient make a call outside the usual hours.

I try to be flexible and adapt things as much as I can to the patient and his or her characteristics. (03DR109). Sometimes the stigma in mental health appears from the self‐stigma and the treatment that the mental health professional gives to patients. Personality is lost by prioritizing the disorder, people talk about the schizophrenic, the depressive, the BPD… obviating the fact that there is a person behind it all, with a context and a manner of understanding and living their life. (05DR104)

Finally, the nurses emphasised the role of their own emotional experience of caregiving. This meant having self‐confidence, feeling they were able to help the patient and do their job well, feeling satisfied with their work and remaining calm, at ease, and relaxed with the patient during their interventions. Nurses also identified emotions that, conversely, had a negative effect on the therapeutic relationship, such as feeling fear, insecurity, tension, patient rejection, grief, helplessness and frustration when the interventions had not been resolved as expected.

To feel fulfilled in my daily work (18DR101). Calm and confident, well supported by the team. Satisfied to have successfully completed an admission. (16DR112). Then I felt helpless, as I could not find a way to reverse the situation. (12DR111)

3.2. Essential nursing actions for the therapeutic relationship

This category refers to the nurses' reflections on their actions in the context of the therapeutic relationship with patients. In their diaries, the nurses were describing and reflecting on different interventions and activities that were carried out in their usual practice and they detected certain actions that were common to all of them.

First, the nurses pointed out the importance of generating an appropriate environment to build a bond and facilitate the relationship with the patients. A calm, intimate, comfortable, unhurried environment without external stimuli or interruptions.

The room is quiet with the door closed and without any interaction from the environment…A pleasant and silent environment favors the therapeutic relationship between the professional and the patient. (04DR110)

In relation to the establishment of a good therapeutic bond, the nurses agreed that the welcome provided on admission was a fundamental intervention. This was viewed as one of the situations in which the therapeutic relationship took on a greater relevance, since this first contact was considered the key to the success of the subsequent relationship with the patient.

Without welcoming the patient when he or she enters the unit, a better quality of the patient/professional relationship cannot be achieved. (01DR113)

Secondly, the nurses felt that the verbal approach was also a relevant aspect of their practice in the context of the therapeutic relationship. For them, it was an essential step in order to be able to carry out any intervention, such as when welcoming a patient when they are admitted to the unit, the use of verbal de‐escalation techniques to ease the tension with very demanding and uncooperative patients or, on the contrary, to approach isolated patients who hardly interact with the environment, although the use of words is not always as effective as they would like it to be.

Verbal containment is one of the most relevant parts of our work. In a pre‐agitation situation, we may be able to transition a patient from pre‐agitation to calmness or from pre‐agitation to psychomotor agitation. (09DR108)

In this sense, the nurses described that the act of offering the patient their assistance was at the heart of the therapeutic relationship. They stated that this action was carried out in the context of being present, listening or through agreement with the patient by proposing alternatives to the demands and needs that they cannot meet.

As he speaks I give him my support with non‐verbal language. I take his hand and he hugs me. I offer my help. We agree that he will make an effort to eat some solid food at dinner and that I will give him a supplement (he has it prescribed if he needs it). (01DR101)

The nurses also acknowledged that interventions such as mechanical restraint were sometimes the only measure to reduce stimuli or were implemented because of patient aggressiveness, risk of escape or even medical indication. However, the nurses reflected that, although this intervention was performed relatively often, it could be seen as a failure and a deterioration in the therapeutic relationship.

(…) avoid as much as possible the adoption of measures that restrict the mobility of the people under our care, since we are aware that this produces a significant deterioration of the therapeutic relationship, adding to the patient's mistrust and suspicion (…) (07DR105)

Finally, the nurses pointed to therapeutic work as another fundamental aspect of the therapeutic relationship. This meant working with the patient on positive reinforcement and other aspects such as pharmacological adherence, identification of symptoms or awareness of the disease, explaining the objectives of admission and the importance of asking for help, respecting the patient's decisions and involving the person in their care and recovery.

The attitude is one of interest, I keep an eye on her so that she doesn't get distracted and can talk calmly. I ask her what she thinks we can do for her to explore her expectations with the admission. (07DR101)

3.3. Contextual factors affecting the therapeutic relationship

The nurses identified contextual factors that facilitated or, on the contrary, acted as barriers to the therapeutic relationship. Indeed, they described that the type of admission could already condition the therapeutic bond, with voluntary admission being a facilitator. The same is true of other factors such as knowing the patient from previous admissions, and whether the patient remembers having a good experience in those previous admissions. However, the nurses also considered elements that are intrinsic to the patient, such as language, culture or bad experiences of previous admissions, as factors limiting the establishment of the therapeutic relationship.

He is open to help and agrees to the admission (03DR110). I must admit that the fact that I know the user from previous admissions has helped the situation to unfold smoothly. (14DR106)

Similarly, the nurses identified barriers that hindered or prevented the establishment and maintenance of a good therapeutic relationship, related to both the environment and the physical structures of the units. In this sense, the structural barriers were related to the lack of adequate spaces to carry out interventions with patients with the intimacy that the nurses considered necessary. Other environmental factors were noted, such as environmental noise and tension, the unpredictability of some patients, the presence of the family or the multiple interruptions were elements that added to the difficulty of the therapeutic relationship.

That afternoon the environment allowed me to dedicate some time to the patient, since there were no emergencies, other admissions, or complicated situations in the unit that required nursing intervention, apart from the "scheduled" or "usual" activities such as the control of vital signs, medication, etc. (03DR105)

Finally, the nurses also expressed how the regulations and care dynamics of the units also conditioned the therapeutic relationship in daily clinical practice. Thus, unit regulations were recurrently brought up by the nurses as a major barrier, due to the numerous limitations and prohibitions.

I explain the rules of the unit: no cell phones, no smoking, no entering other rooms, no belts, no glass objects, etc. and the established schedules… (10DR104)

Nonetheless, the greatest source of difficulties was the care dynamics at the unit, ranging from lack of time, high workload, administrative tasks, staff rotations or the night shift.

Even so, there are barriers that hinder the therapeutic relationship. Sometimes, our language is influenced by the tension in the unit, the lack of time, excessive administrative tasks, etc.… (01DR101)

4. DISCUSSION

This study aimed to explore the phenomenon of the therapeutic relationship from the reflective practice of nurses in acute mental health units. The nurses highlighted that attitude was the core aspect of the therapeutic relationship after reflecting on their practice. Similarly, they also reflected on the actions that were customary in the habitual interventions carried out in the context of the therapeutic relationship, identifying the most common barriers encountered in practice. Finally, the nurses reflected on those aspects of the context of care that conditioned the therapeutic relationship in the clinical practice of acute mental health units.

These findings offer knowledge about relational competence, a competency of professional nursing that is highly relevant in mental health (D'Antonio et al., 2014 ). This competence is directly linked to participation in practice and incorporates not only knowledge and skills, but also attitudes and professionalism that involve applying evidence and learning to practice (Casey et al., 2017 ; Moreno‐Poyato, Casanova‐Garrigos, et al., 2021 ). Specifically, the attitudinal component highlighted in the results and its importance in the context of the nurse–patient therapeutic relationship has been described from a theoretical perspective by authors such as Peplau or Orlando (Forchuk, 1991 ), Travelbee ( 1971 ) and Watson (Turkel et al., 2018 ). Similarly, the empirical literature has collected multiple studies that study the importance of nurses' attitudes towards more general aspects of mental health, such as stigma (Young & Calloway, 2021 ), recovery (Gyamfi et al., 2020 ), coercion (Doedens et al., 2020 ; Laukkanen et al., 2019 ) or severe mental disorder (Economou et al., 2019 ). However, there is hardly any empirical evidence that explicitly shows the relevance and identifies the specific attitudinal skills of nurses in the context of the practice of the therapeutic relationship. Thus, it is likely that the fact that the nurses were able to reflect on their practice made them more aware of the importance of attitude in the context of the therapeutic relationship (Harris & Panozzo, 2019a ), as they were able to respond to the real challenge of establishing an adequate therapeutic relationship in their day‐to‐day work in the acute mental health units (Choperena et al., 2019 ). Moreover, the attitudinal capacity identified by the nurses encompassed aspects already empirically recognised in the context of the therapeutic relationship, such as availability, communication and individualisation (Delaney & Johnson, 2014 ; Harris & Panozzo, 2019b ; McAllister et al., 2019 ; Moreno‐Poyato et al., 2016 ). However, the nurses also highlighted other aspects that have been less empirically studied, such as the importance of self‐confidence and self‐assurance, both in a positive way in order to be able to establish an appropriate therapeutic relationship, (Roche et al., 2011 ; Van Sant and Patterson, 2013 ) as well as negatively, in the form of limitation (O'Connor & Glover, 2017 ; Van Sant and Patterson, ). These results confirm the relevance of Peplau and Orlando's theoretical approaches and the use of the nurse's awareness as a fundamental part of the nursing relationship (Forchuk, 1991 ; Thomson et al., 2019 ).

The results indicate that by reflecting on their practice, the nurses were able to identify those skills (practices) that are essential for the development of the therapeutic relationship and which were transversal to any intervention. The nurses emphasised the importance of generating an adequate environment for the relationship, considering the environment not only as an element of context typical of many acute care units, but also as an element that is essential for the development of the therapeutic relationship (Kingston & Greenwood, 2020 ), also considering that it was their responsibility to be able to build the space where the relationship could take place (McAllister et al., 2021 ; Raphael et al., 2021 ). As in other studies, nurses also identified skills such as verbal engagement, offering help or working with the patient as basic practices for the development of effective interventions in the context of the relationship with their patients (Harris & Panozzo, 2019a ; McAllister et al., 2019 ; Molin et al., 2018 ). Furthermore, in relation to specific interventions, reflection on practice allowed nurses to identify and become aware of nursing admission assessment and mechanical restraint as two common interventions in mental health units that were particularly influential in the therapeutic relationship with the patients. In this sense, for the nurses, welcoming the patient on admission was considered an essential intervention determining a large part of the success in building the therapeutic relationship with the patients (Forchuk et al., 1998 ; Peplau, 1997 ). However, the use of mechanical restraint compromised the therapeutic relationship and the patient's trust (Kinner et al., 2017 ), although they understood that, even if this measure was undesirable, at times it was necessary (Doedens et al., 2020 ).

In addition, the nurses reflected on the contextual factors that directly affected the therapeutic relationship with the patients. In this sense, the nurses paid attention to patient aspects such as voluntariness or involuntariness regarding admission (Moreno‐Poyato, El Abidi, et al., 2021 ) or being previously acquainted with each other from previous admissions and the experience of the relationship (Van Sant and Patterson, 2013 ). The nurses also emphasised the role of the environmental and structural conditions of the units (Staniszewska et al., 2019 ), as well as the regulations and the dynamics of care that were automatically generated in the intense day‐to‐day routine of the units (Adler, 2020 ; Kingston & Greenwood, 2020 ).

4.1. Strengths and limitations

This study has several strengths and limitations. First, it should be noted that this project faced major challenges from a methodological point of view as well as during its execution. Initially, a research group had to be formed with representation of the institutions to assess the feasibility of the project. Next, a balanced team of researchers, consisting of methodologists and clinicians had to be assembled to ensure that the different stages of the research project could be completed. The team had to be formed in several initial working sessions and, subsequently, there was a process of constant mentoring by the principal investigator to the rest of the team. In addition, a considerable volume of data had to be managed. For management and storage, a secure on‐line space was created, guarded and accessed only by the principal investigator of the project. All data were collected electronically to facilitate the circuit. In relation to the analysis, a team was set up under the responsibility of a researcher. This team had to work in a collaborative and consensual manner. Regarding more specific limitations, it should be mentioned that the nurses' reflections in the diaries could be subject to the Hawthorne effect and their responses may have been biased by social desirability. In this sense, the research team insisted on the importance of honesty in the nurses' responses and on the team's handling of the confidentiality of the data. Secondly, another limitation inherent to the use of diaries is related to memory bias and the stress associated with reflective practice. In relation to this, the team recommended specific instructions, both verbally and through the guide provided to the nurses, to prevent this from occurring. Furthermore, the representativeness of the participating nurses and the number of diaries obtained should be highlighted as strengths of the study. These facts enable the findings of this study to be transferred to similar contexts.

5. CONCLUSIONS

The present study contributes to the understanding of the phenomenon of the therapeutic nurse–patient relationship by reflecting on the actual practice of nurses in acute mental health units. The attitudinal component is at the heart of the therapeutic relationship, and, in this sense, it is fundamental for nurses to believe in themselves and their attitude to communicate, adapt and open up to the relationship with the patient. In addition, there are actions that are essential for nurses to establish a TR in practice such as creating a conducive environment, using an appropriate verbal approach, offering help and working together with the patient. Finally, nurses should consider the patient's conditions, the dynamics of care and regulations of the unit, as well as the structure and environment of the unit, as contextual factors to be able to establish an adequate TR with patients in daily clinical practice.

6. RELEVANCE TO CLINICAL PRACTICE

These findings have important implications. The study findings demonstrate that participatory methods stimulate nurses' reflection, motivation and critical thinking. By learning from the reflection of the nurses themselves about the aspects that underlie the therapeutic relationship in their clinical practice, this enables the nurses themselves to become aware and to develop strategies for improvement based on their own knowledge. Moreover, the individual reflection involved in these first stages of a participatory process provides the nurses with an intrinsic knowledge of how they approach the therapeutic relationship and shows that the attitudinal component is basic for them. In this sense, understanding and confirming how the attitudinal component is a key element for nurses in the practice of the therapeutic relationship allows managers to evaluate strategies that promote motivation and facilitate the involvement of nurses in improving their practice with patients. Moreover, these results point to the need to conduct mixed or qualitative studies aimed at exploring the aspects that facilitate the motivation, empowerment and attitudinal training of nurses in greater depth, rather than studies that only seek improvements in the theoretical knowledge of the therapeutic relationship.

CONFLICT OF INTEREST

No conflict of interest has been declared by the authors.

AUTHOR CONTRIBUTIONS

Study design: ARMP and PDH; Data collection: APT, FGP and GCG; Data analysis team: DTM; Final report draft: DTM, ARMP and PDH; Supervision the process of data collection and analysis and provide support and feedback during all study phases: ARMP; Contribution of the manuscript, and read and approved the final manuscript: All authors.

Supporting information

Acknowledgements.

We would like to acknowledge all the participants of MiRTCIME.CAT project.

Tolosa‐Merlos, D. , Moreno‐Poyato, A. R. , González‐Palau, F. , Pérez‐Toribio, A. , Casanova‐Garrigós, G. , & Delgado‐Hito, P. ; MiRTCIME.CAT Working Group (2023). Exploring the therapeutic relationship through the reflective practice of nurses in acute mental health units: A qualitative study . Journal of Clinical Nursing , 32 , 253–263. 10.1111/jocn.16223 [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]

College of Nurses of Barcelona (PR‐218/2017)

DATA AVAILABILITY STATEMENT

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Nursing Reflective Essay: Example Outline & Guide

Nursing Reflective Essays are a cornerstone in nursing professionals’ progression and personal development worldwide. It’s a dynamic tool that nurse practitioners employ to scrutinize and learn from their hands-on clinical experiences. The ability to discern insights and then apply this newfound knowledge to their reflective practice in nursing is a key skill that these reflective essays strive to foster in nurses.

Writing Nursing Reflective Essays

Indeed, crafting a reflective essay in nursing is no mere academic exercise. The process involves deep introspection and self-evaluation, drawing from personal statements and encounters in the healthcare environment. Nurses delve into their actions, choices, and feelings during specific scenarios, investigating their decisions’ underlying factors and results. This methodical review heightens the nurses’ self-awareness and comprehension of their role in patient care.

These type of essays contribute significantly to the nursing profession by enhancing critical thinking skills, fostering personal growth, and enabling the integration of theory and practice. These essays provide a platform for your career as a nurse in reflecting on the professional journey, understanding their experiences, and using those insights to improve your future patient care.

What Is a Reflective Essay?

A Reflective Essay, in the broadest sense, is a piece of scholarly writing that serves as a mirror to the author’s life experiences. This form of essay doesn’t just recount an event; it prompts the author to look inward, examine that experience, and explore how it has influenced their perceptions, emotions, and overall personal growth.

Reflective essays diverge from conventional academic essays, which often require an objective and detached tone. In contrast, reflective essays are deeply personal and subjective. The author is encouraged to venture into the labyrinth of their emotions and thoughts surrounding an event or situation, shedding light on their reactions and extrapolating the broader implications on their lives and perspectives.

What Is a Reflection in a Nursing Essay?

Shifting the lens to a more specific setting – nursing – a reflective essay assumes a slightly different yet equally significant role. Known as a Reflection in Nursing Essay , this form of introspective writing allows nurses to explore and verbalize their feelings, thoughts, and reactions to a particular incident or scenario they encountered during their clinical practice.

Nursing reflective essay topics don’t merely document an event; they serve as a critique of the nurse’s actions, digging deep into their clinical decision-making process, and revealing the thought mechanisms at work. They give nurses a platform to review their actions critically, glean learning opportunities hidden within the folds of everyday practice, and understand how they can better their future practices.

Analytical vs. Reflective Nursing Essay: A Comparative Analysis

In nursing essay writing, two prominent approaches stand out: analytical and reflective essays. While both serve as valuable tools for nurses to express their thoughts and analyze clinical experiences, their purpose, tone, and structure differ. Let’s explore the characteristics of each approach in more detail.

Analytical Essay

• Introduction : The introduction of an analytical essay sets the context, presents the topic, and states the thesis.
• Providing evidence: In an analytical essay, evidence supports the writer’s claims and arguments. This evidence may include statistics, research findings, or examples from clinical practice.
• Practical use of evidence: The evidence provided is then linked to the essay’s thesis, demonstrating its relevance and importance in supporting the writer’s arguments, like in an argumentative essay.
• The judgment of evidence: The writer then interprets and evaluates the evidence, weighing its reliability, validity, and overall significance in the essay’s topic.
• Conclusion: The conclusion summarizes the key arguments, reasserts the thesis, and leaves the reader with a final thought.

Reflective Essay

• Introduction: The introduction in a reflective essay provides a brief overview of the writer’s experience and hints at the lessons learned.
• Description of the situation: This is where the writer shares the event or situation in detail, allowing readers to understand the context and circumstances.
• Sharing personal feelings: In this section, the writer delves into their emotions and thoughts during the experience, offering an intimate perspective.
• Evaluation of experience: The writer then assesses the situation, discussing what went well and what didn’t and the factors that influenced these outcomes.
• Reflection and Opportunities for learning: The writer reflects on the experience, drawing insights and identifying lessons learned that could guide their future practice.
• Conclusion: The conclusion wraps up the reflection, summarizing the key lessons learned and how they could be applied in future scenarios.

Approaches for Writing Nursing Reflective Essays

Writing a reflective essay in nursing involves a thoughtful process, often guided by various models that structure this reflective exercise. Here are some commonly used models:

Writing a reflective essay in nursing requires a thoughtful and systematic process. To guide this reflective exercise, nurses often employ various models that provide a structured framework. Here are some commonly used models in nursing reflective writing:

1. Kolb’s Model

Kolb’s Model of Experiential Learning is a widely recognized model that consists of a four-stage cycle: concrete experience, reflective observation, abstract conceptualization, and active experimentation.

• Concrete Experience: Nurses engage in real-life experiences, such as patient encounters or clinical situations.
• Reflective Observation: Nurses reflect on these experiences, exploring their thoughts, emotions, and reactions.
• Abstract Conceptualization: Nurses analyze and interpret their reflections, seeking patterns, connections, and underlying principles.
• Active Experimentation: Based on their reflections and analysis, nurses develop action plans and test new approaches in future situations.

Kolb’s Model emphasizes the importance of actively engaging with experiences, reflecting upon them, and translating insights into action.

2. Gibb’s Reflective Cycle

Gibb’s Reflective Cycle is another popular model of reflection used in nursing reflective essays. It comprises six stages: description, feelings, evaluation, analysis, conclusion, and action plan.

• Description: Nurses provide a detailed description of the event or experience they are reflecting upon.
• Feelings: Nurses explore their emotions, thoughts, and reactions during the experience, delving into both positive and negative aspects.
• Evaluation: Nurses critically evaluate the experience, considering the impact on themselves, others involved, and the overall outcome.
• Analysis: Nurses thoroughly analyze the situation, examining the factors contributing to the outcome and exploring underlying theories or principles.
• Conclusion: Nurses summarize their reflections, draw conclusions, and identify key learnings from the experience.
• Action Plan: Nurses develop an action plan outlining how to apply their insights in future practice.

Gibb’s Reflective Cycle offers a systematic and comprehensive structure that enables nurses to reflect deeply and identify opportunities for growth and improvement.

3. John’s Structured Reflection Model

John’s Structured Reflection Model is an approach that guides nurses through a series of guided questions. The model takes a cue-question approach, providing prompts to facilitate detailed introspection.

The questions may include:

• What happened?
• What were your thoughts and feelings at the time?
• What were the positive aspects of the situation?
• What were the challenges or difficulties you faced?
• What did you learn from the experience?
• How will you apply this learning in future practice?

John’s Structured Reflection Model prompts nurses to examine their experiences from multiple angles, encouraging a thorough analysis and reflection.

4. Borton’s Reflective Model

Borton’s Reflective Model is a simple yet effective model centered around three key questions: What? So What? Now What?

• What? Nurses describe the event or experience, providing factual details and contextual information.
• So What? Nurses explore the significance and meaning of the experience, considering its impact on themselves, others, and the overall practice.
• Now What? Nurses identify and plan for future actions based on their reflections, outlining how they will apply their insights in their professional development and practice.

Borton’s Reflective Model is a concise and accessible framework that encourages nurses to reflect on their experiences and take proactive steps toward growth and improvement.

By utilizing these reflective models, nurses can structure their thoughts and reflections systematically and organized, enhancing the depth and quality of their nursing philosophy. Each model offers a unique approach, allowing registered nurses to choose the one that best aligns with their preferences and the specific competence requirements of their reflective writing.

Steps of Writing a Reflective Essay for Nursing Students 

A reflective essay requires a systematic and comprehensive framework for nurses to explore their experiences and gain valuable insights. Let’s look at the steps for writing a reflective nursing essay using Gibb’s Reflective Cycle:

Step 1: Description

In the first step of Gibb’s Reflective Cycle, nurses describe the event or experience they are reflecting upon. It is crucial to provide a detailed account, including relevant contextual information, to set the stage and clearly understand the situation.

By describing the event or experience as it happened, nurses create a foundation for further reflection and analysis. They should focus on the specifics, recounting what happened, who was involved, and any significant details contributing to the overall context.

Step 2: Feelings

In this step, nurses delve into their emotions, thoughts, and reactions experienced during the event. It is essential to be honest and open about one’s feelings, embracing both positive and negative emotions that arose during the experience.

By exploring their feelings, nurses gain insight into how the event impacted them personally and emotionally. They can reflect on the initial emotions they felt, any changes in emotions over time, and the factors that influenced these emotional responses.

Step 3: Evaluation

The third step involves evaluating the situation, assessing what went well and what could have been better. Nurses critically analyze their actions, decisions, and interactions during the event, considering the positive aspects and areas for improvement.

During the evaluation, nurses can reflect on their strengths, identifying the aspects of their practice that were effective or successful. Simultaneously, they should identify the challenges or limitations they encountered, acknowledging areas that could be enhanced or modified.

Step 4: Analysis

In this step, nurses engage in a deeper analysis of the situation. They draw upon their knowledge, theories, and other experiences to make sense of the event and its broader implications. Nurses may explore the underlying factors, potential causes and effects, and the connections between the event and their professional practice.

The critical analysis involves considering different perspectives, questioning assumptions, and critically examining the event from various angles. Nurses may incorporate relevant theories or frameworks to gain a deeper understanding and uncover new insights.

Step 5: Conclusion

In the fifth step, nurses draw conclusions from their reflections. They identify and articulate the key learnings gained from the experience. This could include insights into their own strengths and areas for improvement, as well as broader implications for their nursing practice.

Nurses reflect on the lessons learned, considering how the experience will shape their future actions and decision-making. They may explore the implications for providing quality patient care, collaborating with interdisciplinary teams, or navigating ethical dilemmas.

Step 6: Action Plan

Based on the reflections and conclusions drawn, nurses devise an action plan for similar situations in the future. This step involves setting specific goals and outlining practical steps to implement the insights gained from the reflective process.

The action plan should be realistic, achievable, and focused on improving nursing practice. It may include strategies for enhancing communication skills, further developing clinical knowledge, or seeking additional learning opportunities to address identified areas of improvement.

By following Gibb’s Reflective Cycle and engaging in each step, nurses can undergo a comprehensive and transformative reflective process. This enables them to extract valuable lessons from their experiences, enhance self-awareness, and continually improve their nursing practice.

Reflective Essay Outline

A reflective essay typically adheres to a traditional essay structure, consisting of an introduction, body paragraphs, and a conclusion. This structure provides a clear framework for organizing the reflection and presenting the insights gained. Here are the sections of the reflective essay outline:

Introduction

The introduction serves as the opening of the essay, providing a brief overview of the experience being reflected upon. It should engage the reader’s attention and provide context for the subsequent reflection.

• Begin with a captivating hook, such as a thought-provoking question, a vivid description, or a relevant anecdote related to the experience.
• Provide a concise background or setting to orient the reader.
• Present a clear thesis statement that hints at the main reflection or insights that will be explored in the essay.

Body Paragraphs

The body of the reflective essay contains a detailed reflection on the experience. It is divided into several paragraphs, each addressing a specific aspect of the reflection. Commonly, the body paragraphs of a reflective essay include the following components:

• Detailed Description: Start each body paragraph by providing a detailed description of the event or experience. Include specific details, such as time, place, people involved, and any significant actions or conversations that took place.
• Feelings and Emotions: Delve into the emotions and thoughts experienced during the event. Express your honest and authentic feelings, exploring both positive and negative emotions and their impact on the experience.
• Evaluation: Assess the situation, reflecting on what went well and what could have been improved. Evaluate your actions, decisions, and interactions, highlighting strengths and areas for growth.
• Analysis and Insight: Analyze the experience in-depth, drawing upon your knowledge, theories, and personal reflections. Connect the experience to broader concepts, theories, or principles relevant to nursing practice. Identify insights gained and lessons learned.
• Conclusion of Each Paragraph: Conclude each body paragraph by summarizing the main points discussed and transitioning smoothly to the next aspect of the reflection.

The conclusion provides a concise summary of the reflection and the insights gained from the experience. It allows you to leave a lasting impression on the reader and tie together the main ideas presented throughout the essay.

• Summarize the key points discussed in the body paragraphs, emphasizing the most significant insights or lessons learned.
• Reflect on the broader implications of the experience for your professional growth, future practice, or personal development.
• End with a final thought or a thought-provoking statement that encourages the reader to contemplate the significance of the reflection.

Reflective Essay Outline Template

Here is a sample reflective essay outline template:

Reflective Essay Thesis

The thesis statement of a reflective essay serves as the central point that encapsulates the main insight or learning derived from the experience being reflected upon. It should be concise, clear, and thought-provoking, providing a roadmap for the reader to understand the focus and purpose of the essay. Here’s an expansion on the reflective essay thesis:

The thesis statement of a reflective essay often takes the form of a personal reflection or realization. It goes beyond a simple description of the experience and delves into the deeper meaning and significance that the author has derived from it. The thesis statement should address the “So what?” question and provide a clear answer to the overall reflection. It can include the following elements:

• Experience: Briefly mention the specific experience or event that has influenced your reflection. This sets the context and grounds the thesis in a specific context.
• Insight or Learning: State the main insight, lesson, or learning that you have gained from the experience. This is the core of your thesis statement and should encapsulate the main point you wish to convey.
• Impact or Relevance: Discuss the impact or relevance of the insight or learning to your nursing practice, personal growth, or understanding of a particular concept. Explain how this realization has shaped your perspective, decision-making, or interactions within the healthcare setting.
• Broader Implications: Consider the broader implications of the insight or learning for the nursing profession, patient care, or healthcare systems. Reflect on how this newfound understanding can contribute to improvements in nursing practice, patient outcomes, or the healthcare system as a whole.

How to Start a Reflective Essay

Starting a reflective essay can be a challenging task, as it sets the tone and captures the reader’s attention right from the beginning. There are several effective ways to begin a reflective essay, such as posing a question, citing a relevant quote, or sharing a surprising fact. Let’s explore these approaches and provide nursing examples to illustrate how to start a reflective essay effectively:

1. Posing a Question

One powerful way to start a reflective essay is by posing a thought-provoking question that engages the reader and sets the stage for your reflection. This question should be directly related to your experience and highlight the central theme or dilemma you will explore. For example:

Example: “How does one handle the immense pressure of making a split-second, life-altering decision for a patient?”

Explanation: This question immediately draws the reader’s attention and introduces the topic of high-pressure decision-making in nursing. It sets the stage for reflecting on the challenges, emotions, and ethical considerations involved in such situations.

2. Citing a Relevant Quote

Another effective way to start a reflective essay is by citing a relevant quote that captures the essence of your experience or reflects the broader themes you will explore. Choose a quote from a renowned nurse, a healthcare professional, or a notable figure whose words resonate with your reflection. For example:

Example: “As Florence Nightingale once said, ‘I attribute my success to this: I never gave or took any excuse.'”

Explanation: By starting with a quote from the influential nurse Florence Nightingale, you immediately establish a connection to the nursing profession and emphasize the importance of personal accountability and dedication in your reflective essay.

3. Sharing a Surprising Fact

Sharing a surprising or intriguing fact related to your experience can also capture the reader’s attention and pique their interest in your reflective essay. Choose a fact that is not widely known but is relevant to the topic you will discuss. For example:

Example : “Did you know that nurses make an average of 5 to 7 critical decisions per hour during their shifts?”

Explanation : This surprising fact immediately highlights the fast-paced and demanding nature of nursing practice, setting the stage for reflecting on the challenges and decision-making processes you have encountered in your own experiences.

Reflective Essay Body Paragraphs

The body paragraphs of a reflective essay serve as the heart of your reflection, where you provide a detailed account of your experience, delve into your reactions and emotions, and explore the subsequent reflections. To ensure a well-structured and coherent essay, it’s important to structure your paragraphs around different aspects of the experience and maintain a logical flow of ideas. Here’s an expansion on how to approach the body paragraphs of a reflective essay:

1. Discuss the Event

Start each body paragraph by providing a detailed description of the event or experience you are reflecting upon. Set the context by sharing relevant details such as the time, place, people involved, and any significant actions or conversations that took place. Paint a vivid picture for the reader, allowing them to understand the situation as if they were present. Focus on the specific aspects of the event that are most relevant to your reflection.

2. Explore Your Reactions

After describing the event, delve into your immediate reactions and emotional responses. Reflect on the thoughts, feelings, and emotions that arose during the experience. Be honest and open in expressing both positive and negative reactions. Consider the factors that influenced your emotions, such as the nature of the event, your personal background, or the relationships involved. This exploration of your reactions provides insight into your personal growth, self-awareness, and the impact of the experience on you as an individual.

3. Reflect on the Experience

Next, reflect on the experience itself and its significance in relation to your nursing practice or personal development. Analyze the event in-depth, considering its impact on your understanding of a particular concept, your approach to patient care, or your professional growth. Reflect on the lessons learned and the insights gained from the experience. Consider any ethical dilemmas, cultural considerations, or other factors that influenced your decision-making. This reflection allows you to make connections between the experience and broader nursing principles, theories, or professional standards.

4. Draw Conclusions

In this section, draw conclusions from your reflection and synthesize the main insights or lessons learned from the experience. Summarize the key points discussed in the previous paragraphs and emphasize their significance in shaping your understanding or practice. Consider how the experience has influenced your perspective, decision-making, or interactions within the healthcare setting. By drawing conclusions, you highlight the personal growth and development that has occurred as a result of the reflection.

5. Maintain a Logical Flow

To maintain a logical flow of ideas throughout your body paragraphs, ensure that each paragraph builds upon the previous one and leads to the next. Use transitional phrases or sentences to guide the reader from one idea to the next. This helps to create a cohesive and well-organized essay that is easy for the reader to follow.

How to Conclude a Reflective Essay

The conclusion of a reflective essay serves as the final opportunity to leave a lasting impression on the reader and summarize the key insights and lessons learned from your reflection. It should tie together all your thoughts and reflections, emphasizing the significance of the experience and its impact on your understanding or perspective. Here’s an expansion on how to effectively conclude a reflective essay:

1. Recap Your Reflection

Begin the essay conclusion by summarizing the main points discussed in the body paragraphs. Briefly restate the key aspects of your experience, including the event, your reactions, and the subsequent reflections. This recap ensures that the reader is reminded of the core elements of your reflection before moving on to the final insights and conclusions.

2. Reiterate Your Learning

Reiterate the main learning or insights gained from the experience. Reflect on how the experience has expanded your knowledge, skills, or understanding in a particular area of nursing practice. Emphasize the significance of this learning and its relevance to your future practice or personal growth. By restating your learning, you reinforce the central message of your reflection and highlight its lasting impact.

3. Discuss the Impact and Future Application

Reflect on how the experience has impacted your understanding, perspective, or approach to nursing. Discuss how this newfound knowledge or insight will inform your future practice. Consider the practical implications of your reflection and outline how you intend to apply this learning in your professional career. By discussing the impact and future application, you demonstrate the transformative nature of your reflection and your commitment to ongoing growth and improvement.

4. End with a Thought-Provoking Statement

End the conclusion with a thought-provoking statement that leaves a lasting impression on the reader. This statement should encapsulate the essence of your reflection and reinforce its significance. It can be a powerful quote, a thought-provoking question, or a final thought that invites further contemplation on the topic. By ending with a strong statement, you create a sense of closure and prompt the reader to reflect on their own experiences and perspectives.

“This experience has taught me the importance of effective communication in nursing, which I will carry into my future practice. It has reinforced the vital role of clear and empathetic communication in establishing trust with patients and fostering collaborative relationships with healthcare teams. I am now more aware of the impact that effective communication can have on patient outcomes and the overall healthcare experience. Moving forward, I am committed to continually improving my communication skills, actively listening to patients, and ensuring that their voices are heard. By embracing effective communication, I aim to provide compassionate and patient-centered care that positively impacts the lives of those under my care.”

Nursing Reflective Essay: Mistakes to Avoid

• Not Including Your Own Nursing Story: Your reflective essay is about your experiences, so focus on your personal journey.
• Not Sharing Your Experiences: Don’t hold back on sharing your experiences, thoughts, and feelings. It’s these details that make your essay relatable and meaningful.
• Not Providing Sufficient Reasons to Support Your Intentions: When discussing what you’ve learned or how you plan to improve, provide clear explanations.
• Plagiarizing: Ensure your work is entirely your own. If you reference other sources, make sure to properly cite them.
• Repeating Yourself: Avoid repeating the same ideas or experiences. Each paragraph should offer something new.

Student Nurse Reflection Essay Example

Reflective essays written by student nurses can offer valuable insights into their experiences, growth, and the lessons they have learned. Here is a nursing reflective essay sample where a student nurse encountered a challenging patient and reflectively responded to the situation:

“One memorable experience during my first clinical placement was when I was assigned to care for Mrs. Jones, an elderly patient diagnosed with Alzheimer’s disease. Initially, I felt a mix of fear and frustration as Mrs. Jones repeatedly forgot my name and the purpose of my presence. Communication became increasingly challenging as she struggled to remember simple instructions and engage in meaningful conversation. It was a daunting experience for a novice student nurse like myself. However, I recognized that it was my responsibility to provide Mrs. Jones with compassionate care despite the communication barriers. I made a conscious effort to slow down my pace, maintain a calm demeanor, and approach her with patience and empathy. I realized that technical skills alone were insufficient to address her needs. Mrs. Jones required holistic care that encompassed her emotional well-being and dignity. Through this experience, I discovered the profound impact of patience and empathy in nursing. As I dedicated more time to establish a therapeutic relationship with Mrs. Jones, I witnessed moments of connection and glimpses of her true self. It was during these moments that I saw the power of empathy in fostering trust and creating a safe environment for patients with cognitive impairments. This experience became a transformative lesson for me as a student nurse. It highlighted the importance of person-centered care and reminded me that each patient is unique, with their own struggles and vulnerabilities. I learned that behind the diagnosis lies a human being who deserves respect, understanding, and compassionate care. Now, whenever I encounter similar situations, I draw upon my experience with Mrs. Jones as a guiding light. I remind myself to approach patients with empathy, to truly listen to their concerns, and to advocate for their well-being. This reflective journey has helped shape my approach to nursing and has instilled in me a deep commitment to providing holistic and patient-centered care. My encounter with Mrs. Jones taught me that nursing extends beyond technical skills. It demands the ability to connect on a human level, empathize with the experiences of patients, and respond with compassion. Reflecting on this experience has deepened my understanding of the integral role of empathy in nursing practice, and I am grateful for the opportunity to have learned this valuable lesson during my early clinical experiences.”

Final Thoughts

Writing reflective essays is an invaluable exercise for nursing students and professionals, providing a platform for critical analysis, personal growth, and knowledge application. The process of reflection allows individuals to carefully examine their experiences, identify areas of improvement, and gain insights that can be applied to future practice. 

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Reflective Essay in Nursing FAQs

What is a reflective nursing essay.

A reflective nursing essay is a piece of writing where nurses recount a particular event or situation in their practice and reflect on the experience.

How Long Is a Reflective Nursing Essay?

A reflective nursing essay length can vary, depending on the assignment’s requirements. Typically, they range from 500 to 2000 words.

How Helpful Is a Reflective Essay to Nurses?

Reflective essays are incredibly beneficial to nurses. They promote critical thinking, deepen understanding of professional practice, and facilitate continuous learning and personal development.

How to Write a Reflective Essay in Nursing

Writing a reflective essay in nursing involves describing an experience, expressing your feelings and thoughts, evaluating the event, analyzing it in depth, drawing conclusions, and developing an action plan.

How to Write a Good Reflective Essay

To write a good reflective essay, ensure it’s personal, introspective, analytical, and learning-oriented. Use a structured approach for clarity, and make sure to proofread and revise for coherence and correctness.

How to Start a Nursing School Essay

Starting a nursing school essay can be done with a hook – an interesting fact, a poignant question, or a compelling anecdote that would draw the reader’s attention.

To conclude a reflective essay, summarize your experience, your learning, and how this learning will influence your future practice.

What Is the Purpose of Writing a Reflective Essay?

The purpose of writing a reflective essay is to allow nurses to critically analyze their experiences, identify learning opportunities, and apply these learnings in their future practice.

What Makes a Good Reflective Essay?

A good reflective essay is deeply personal, insightful, structured, and presents a clear learning journey.

What Are the 3 Basic Parts of a Reflection Paper?

The three basic parts of a reflection paper are the introduction, body, and conclusion.

Can I use a first-person narrative in a Nursing Reflective Essay?

Yes, a Nursing Reflective Essay is a personal reflection, and it’s appropriate to use the first-person narrative.

What is a reflective model in nursing?

A reflective model provides a framework that guides the reflective process. It helps structure your thoughts and reflections effectively.

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Reflective Practice in the Nursing Essay

Introduction, significance, lessons and behavior change, reference list.

Reflection is a vital element in the nursing practice as it aids nurses learn from their experiences. A clinical setting is emotionally volatile and medical practitioners must be attentive to their emotions and thoughts to prevent them from clouding their judgements (Sherwood et al., 2018). Thoughts, emotions, and environmental conditions influence one’s actions hence influencing patient safety. Driscoll model of reflection focuses on three elements of the experience learning cycle (All Answers, 2018). The learner must recount the experience, spell out its significance and how it will influence behavior change or improve future practice.

The first time I helped with scrubbing for a laparoscopic cholecystectomy, I encountered some challenges. I worked with the scrub nurse in preparing the operating room and setting up the surgical equipment. During the surgery, I helped the scrub nurse in handing instruments as per the surgeon’s request. All was well until the operator accidentally interfered with the hepatic pedicle causing a bile duct injury. The atmosphere was suddenly tense though the surgeon remained calm all through. When one of the assistants asked me to pass a scalpel, I did not know the exact one and she threw a bloody gauze at my chest. I was shocked and had to remove the operating room to recollect myself, but I came back after the surgery to assist in prepping the patient for his ward.

I was more astounded by the assistant’s rudeness than the bloody gauze. I felt that the assistant looked down on me since I was a student and thought that I was inexperienced to be in that operating room. I was angry that the offender never apologized and felt disrespected. Later, I felt guilty that my emotions could have interfered with the operation procedure, causing the patient’s death, especially after learning that the assistant was going through a divorce. I felt that I did let my emotions overpower my senses and I had little regard for the patient’s well-being. Growing up in a household where I was often looked down upon made me vocal in standing up to myself and I react quickly when confronted with a negative impulse. The scrub nurse empathized with my predicament and told me that such events were not uncommon when a case escalates to a life and death situation.

The experience taught me that I had to work harder in learning how to control my emotions, especially on duty. Additionally, an individual’s actions could be due to other intrinsic factors such as stress (Sinskey et al., 2019). I would not have prevented the assistant from throwing the gauze, but I could have remained in the theatre till the end of the operation. If a similar incident were to recur, I would separate myself from the conflict and focus on the task at hand. Reading materials on controlling emotions and finding out the experiences of other students and scrub nurses during surgeries is essential in enhancing resilience and self-control (Sinskey et al, 2019). Additionally, I will champion for the provision of psychosocial support services to health providers to help them cope with traumatic experiences like divorce and loss which affect their work performance (Sinskey et al., 2019). My problem was that I allowed extrinsic factors to affect my decisions and actions. Currently, my focus is on patient wellness and safety with minimal attention to external influence.

Reflection helps nurses sort their negative feelings, enhancing their ability to make rational decisions in practice. The surgical assistant’s discourtesy clouded my thinking and affected my productivity. My rash decision could have disrupted the surgical process, causing the patient’s death. I should take time to process my emotions rather than reacting without consideration of the implication of my actions. Sharing experiences with other students and seeking guidance from clinical practitioners will help me prepare for future encounters.

All Answers, 2018. Driscoll’s model of Reflection. NursingAnswers.net .

Sherwood, G. et al., 2018. Reflective practices: Meaningful recognition for healthy work environments. Nursing Management , 24(10), pp.30–34.

Sinskey, J.L. et al., 2019. Applying conflict management strategies to the Paediatric Operating Room. Anesthesia & Analgesia , 129(4), pp.1109–1117.

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Reflective Nursing Essay

Have you ever written a diary where you keep accounts of anything you want to say? May it be in the form of a reflection. Like say at the end of the day, you had done this and done that. It could be work related or personal. A lot of people often keep or write down a reflection paper not because it is necessary or to be used in school or class, but to be able to reflect on the day’s events and be able to release the tension that they may have hid while going about their day. For nurses, this may seem more common than you think.

These reflective essays that nurses do practically helps the majority of them to see how they settle with issues within their work and how they may be able to assess their work or their patients with it. In a way it also helps them take up a way to write what they please and find a way to reflect on it. In general, it is a helpful tool. But how helpful is it you ask? Why is it important? Head on over to the examples and the definition to see. While you’re there, take a sneak peek at the tips to write a good reflective nursing essay.

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What Is a Reflective Nursing Essay?

To start off, we know what a reflection essay is or what a reflective essay is. We know that a reflective essay is a kind of essay that a person writes to reflect on either a topic they are told to write it for or to reflect about either their work, their school or their personal life. In this case, a reflective nursing essay works the same except this is mainly for how nurses are able to reflect on their job , and to be able to use it as practice for their careers. The purpose of a reflective nursing essay is to be able to let nurses be comfortable with their work. To have a good chance to understand and to explore who they are and what they do. They are also able to write about their patients and how they may reflect on that experience. In addition to that, writing a reflective nursing essay gives them good practice from their course and work. Of course when you write your reflective nursing essay, there are also things you need to consider. Watching how you write and what you write would be the most important thing to consider.

How to Write a Reflective Nursing Essay?

Are you planning on writing a reflective nursing essay? Either for practice or for work. As we know that making reflective essays are necessary, they can also be a bit of a challenge especially if you have no idea where and how to begin. However, there is a solution for that. Just as with any problem, there is always a solution and this one is no different.

1. Begin With a Simple but Concise Introduction

The first tip we have is to begin your introduction with a simple but concise paragraph. This is the beginning of your reflective essay. This is the first thing your readers are keen on knowing what you are going to be writing about. Make sure that you do not divulge too much information nor the lack of it. Simple introductions are there to keep your readers’ curiosity.

2. Make It Personal for Your Readers

Another important thing to remember is that when you write your reflective nursing essay, make sure to make it personal. This is one way of getting your readers to sympathize or to empathize with you. The more personal you are to reflecting about your work, patient or personal life, the more your readers are able to understand you.

3. Reflect on What You Have Gone Through

Aside from making it personal, give yourself a short reflection on what you have learned and gone through. From your experiences at work, to your experience with a patient or even from your personal life. Reflect and write them down. Reflect what you have learned and write about it.

4. Assess and Evaluate Your Reflection

In addition to the three tips, it is also good to try and assess and evaluate what you think of your reflection. This means that do you know how far you have gone through, do you understand why you felt this way. Basically comparing your past notes to help you with your full assessment on your reflection.

5. End Your Essay With a Happy Note

Lastly, end your essay on a happy note. In a way that your readers would know that regardless of how you may have felt, you learned something worthwhile. Hence it is best to end on a happy note. But if your reflection may cause you some hurt, end it the same way but with a positive and hopeful mindset.

What is a reflective nursing essay?

A kind of essay that is used by nurses to reflect on the events that may trigger something from them. This essay helps them in a way they are able to understand and be able to write it down and reflect on it.

How long is a reflective nursing essay?

A reflective essay could be as written a page long or as short as three paragraphs. Depending on the one who is writing it.

How helpful is a reflective essay to nurses?

A reflective nurse essay is helpful as it helps them practice taking notes. Either for their patience, for themselves or about their work. Having this as practice not only helps them, but it also gives them the opportunity to open up from their surroundings by reflecting and observing.

It goes without saying, writing reflection essays do help. A nurse’s job is not considered the easiest nor is it considered the sweetest job in the world. They have to go through a lot of emotional turmoil and a lot of emotional stress. A reflection nursing essay is simply a right tool for them to let it all out and still be able to reflect on what they have learned through their days or through the moments of work.

Reflective Nursing Essay Generator

Text prompt

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• Professional

Write a Reflective Nursing Essay on a significant patient care experience.

Discuss the challenges of adapting to rapidly changing health care environments in your Reflective Nursing Essay.

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