Does the use of reflective models restrict critical thinking and therefore learning in nurse education? What have we done?

Summary rticle will explore relevant publications relating to practices involving the use of reflective models in UK nurse education. This will then be critically analysed in terms of my personal experiences as a nurse educator. Schضnʹs seminal work (1987) on reflection never intended for the process of reflection to become so structured that it actually restricted thinking. Sadly however, it is my personal belief that this is the case within some aspects of nurse education, primarily due to the introduction and overuse of structured models of reflection. A large part of written assessment in nurse education utilises reflective writing, this may not be helpful in terms of learning and exploration of practice experiences. Indeed these models are now being seen by both students and some nurse educators as compulsory. The number of these models available to students within nurse education is phenomenal (Rolfe et al., 2001) and they appear to be a requirement for educators to support their learners in constructing ways of thinking. Further consideration needs to be given by nurses educators to the underpinning philosophy and concepts relating to reflection.