Background: Reflective practice is a mode of inquiry in the authors' baccalaureate nursing program. To increase students' ability to "think like a nurse," the Reflective Practice Storytelling Guide was developed to facilitate discussion during weekly clinical seminars in the students' final clinical course.
Method: To evaluate the effectiveness of this guided activity, students were asked to provide feedback to specific questions following each seminar when the reflective presence activity was utilized.
Results: Common themes emerged from the storytellers and the members of the group. Themes identified in the responses of the storytellers included role development and formation and the value of team support. Learning themes that emerged from the participants included communication, teamwork, clinical judgment, patient-centered care, use of resources, ethical and legal parameters in practice, and patient safety.
Conclusion: Utilizing a guided reflection activity resulted in the students experiencing a broader, deeper understanding of reflective professional practice.
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