A three‐step method of self‐reflection using reflective journal writing

Fiscal and financial constraints present a challenge for nurse educators to broaden the diversity and scope of teaching/learning methodologies. One method designed to promote autonomy and self‐direction of nursing students is self‐reflection combined with reflective journal writing. This paper describes a three‐step process of self‐reflection encompassing critical appraisal, peer group discussion and self‐awareness. This process of self‐reflection was initiated with one group of clinical nursing students. Using student and teacher feedback, implications for employing this teaching/learning strategy in clinical practice are suggested.