Designing and implementing reflective practice programs--key principles and considerations.

This paper reports on an educational evaluation study that sought to identify key principles that could inform the design and implementation of undergraduate nursing reflection programs and thereby enhance the potential that nursing students will develop sound reflective practice. Semi-structured interviews were conducted with nursing graduates to explore their perceptions of an undergraduate Bachelor of Nursing reflection subject and explicate the factors that could enhance the implementation of this subject. Subsequent validation and refinement of these factors was managed by correlating the factors with students' qualitative feedback, gathered through a formal subject evaluation of the undergraduate reflective practice subject.

Unlocking reflective practice for nurses: innovations in working with master of nursing students in Hong Kong.

Being reflective is well established as an important conduit of practice development, a desirable tertiary graduate quality and a core competency of health professional membership. By assisting students to be more effective in their ability to reflect, they are better able to formulate strategies to manage issues experienced within a professional context, which ultimately assists them to be better service providers. However, some students are challenged by the practice of reflection and these challenges are even more notable for international students.