Exploring the Relationship Between Reflective Practice and Critical Thinking Development in Nursing Students

Posted: Jan 08, 2013

• Camden Douglas
• Giovanna Steele
• Maxwell Hayes

Abstract

The development of critical thinking represents a fundamental objective in nursing education, essential for preparing students to navigate the complex and dynamic healthcare environment. While reflective practice has long been advocated as a pedagogical strategy to enhance clinical reasoning, the precise nature of its relationship with critical thinking development remains inadequately understood. Traditional research approaches have predominantly relied on self-report instruments and observational methodologies, which provide valuable but limited insights into the cognitive processes underlying this relationship. This study addresses this gap by introducing an innovative methodological framework that integrates neuroscientific assessment with qualitative phenomenological analysis to examine how reflective practice influences the maturation of critical thinking capabilities in nursing students. Critical thinking in nursing encompasses the ability to analyze clinical situations, evaluate evidence, and make reasoned judgments that lead to optimal patient outcomes. The American Association of Colleges of Nursing identifies critical thinking as an essential competency for professional nursing practice, yet educators continue to seek more effective approaches to foster this complex skill set. Reflective practice, derived from Schön's concept of the reflective practitioner, involves consciously examining one's experiences to gain deeper understanding and inform future actions. In nursing education, reflective activities typically include journaling, debriefing sessions, and clinical case analyses designed to promote metacognitive awareness and clinical insight. Previous research has established correlations between reflective practice and improved clinical performance, but the cognitive mechanisms through which reflection enhances critical thinking remain largely unexplored. Most existing studies utilize standardized critical thinking assessments or qualitative interviews, which capture outcomes but not the underlying neurological processes. Our research addresses this limitation by employing electroencephalography to measure brain activity during clinical decision-making tasks, providing objective data about how reflective practice influences neural functioning related to critical thinking. This neuroeducational approach represents a significant departure from traditional methodologies.