Explores the effects of mindful reflection tools on nursing capstone students, indicating enhanced engagement and learning.
Background: How do you engage students in substantive reflection in an asynchronous online course? This article proposes a shift from resilience toward sustained, supported reflective practice that supports nurse agency. Method: Rather than teach reflection, students are introduced to models that support the development and practice of mindful intention and reflective practice that emphasizes strengths and appreciation. Students are provided with tools to promote reflection, creativity, affective learning, and diversity, equity, and inclusion. Students engage in forums, journals, and ePortfolio platforms, transforming an asynchronous online course into a nontraditional community of practice. Results: The integration of Caring Arts into a Nursing capstone course supported the development and practice of mindful intention, reflection, independent thought, and the actualization of evidence-based practice. Conclusion: In a senior capstone course, nursing students experienced guided reflective practice supported by visual thinking strategies, nonviolent communication , caring science, mindful practice , and the American Association of Colleges of Nursing Essentials, as the foundation for sustained substantive reflective practice.
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Sharyl Eve Toscano (2026) studied this question.
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