Question:
How do I write a reflective nursing essay that meets academic criteria?
Answer:
Reflective nursing essays are a common feature of nursing programmes because they test not only your academic writing skills, but also your ability to evaluate your practice, link to theory, and demonstrate professional growth. A strong essay goes beyond telling a story — it shows insight, analysis, and planning for the future.
1. Choose the right incident or experience
Select a specific clinical or learning experience that had an impact on you. It does not need to be dramatic; often the best reflections come from everyday encounters. The key is that the experience made you think differently, taught you something new, or challenged your assumptions. Be sure to anonymise patients, colleagues, or institutions to protect confidentiality.
2. Use a reflective model for structure
Most reflective nursing essays are built around a model. Common choices include:
- Gibbs’ Reflective Cycle – description, feelings, evaluation, analysis, conclusion, and action plan.
- Schön’s reflection-in-action and on-action – thinking during and after the event.
- Driscoll’s What? model – What? So what? Now what?
Using a model gives your essay a logical framework. It reassures the marker that you can reflect in a structured way and ensures you cover all the necessary elements of description, analysis, and planning.
3. Describe the event clearly but briefly
Start by outlining what happened. Include only the details necessary for understanding. Avoid getting lost in a long narrative. One or two concise paragraphs are usually enough. Identify your role, the actions of others, and the context. At this stage, you are setting the scene, not yet analysing it.
4. Explore your feelings and reactions
Reflection means being honest about your responses, both emotional and professional. Did you feel confident, anxious, frustrated, or proud? Why? Linking feelings to actions shows self-awareness and helps explain why you responded the way you did. Avoid self-criticism that is too harsh, but also avoid glossing over difficulties — balance is key.
5. Analyse the experience using theory
This is the academic heart of the essay. Ask: Why did things happen as they did? What theories, models, or guidelines help explain the situation? For example, if the incident involved communication with a patient, you might link it to theories of active listening or NMC standards on patient-centred care.
When analysing, draw on academic sources such as journal articles, textbooks, or professional codes. This shows that you can connect practice with evidence and that your reflection is grounded in scholarship.
6. Evaluate what worked and what could improve
Reflect critically: what aspects of the situation were handled well, and what could have been done differently? A balanced evaluation demonstrates objectivity and maturity. If others were involved, consider their perspectives as well.
7. Conclude with learning outcomes
Summarise what you learned from the incident. This could be a new understanding of your professional role, insight into patient needs, or recognition of areas to strengthen. Be specific — vague statements like “I learned a lot” are less persuasive than concrete insights such as “I learned the importance of clarifying medication instructions to avoid miscommunication.”
8. Create a SMART action plan
End your essay with forward planning. A good action plan is Specific, Measurable, Achievable, Relevant, and Time-bound. For example: “Within the next month I will attend a workshop on patient communication and ask my mentor to observe two consultations to give feedback on my questioning style.” This shows you are taking active steps to improve.
9. Write professionally
Maintain an academic tone throughout. Use first person where appropriate (“I felt…”, “I realised…”) but avoid overly casual language. Reference all theories and guidelines properly using your institution’s referencing style. Proofread carefully for grammar and clarity.
Common mistakes to avoid
- Writing a long description without analysis.
- Failing to link to academic theory or policy.
- Ignoring confidentiality requirements.
- Offering vague conclusions without a realistic action plan.
