title: Reflective writing: a strategy to foster critical inquiry in undergraduate nursing students.
abstract: Whilst nursing has recognised the importance of reflective practitioners, few strategies designed to achieve this outcome are currently apparent in nursing education literature. Writing, forwarded as one way to enhance the development of critical thinking and reflection in undergraduate nursing students, is the focus of this article. The article describes a project undertaken to explore the ways writing could be incorporated into an undergraduate curriculum as a strategy to enhance and extend personal and professional meaning-making. It examines a number of strategies utilised in the project and offers some insightful understandings developed by the team.
authors.affiliation: School of Nursing Sciences, James Cook University, Townsville, Queensland, Australia.
authors.forename: K
authors.initials: K
authors.lastname: Usher
authors.forename: D
authors.initials: D
authors.lastname: Francis
authors.forename: J
authors.initials: J
authors.lastname: Owens
authors.forename: J
authors.initials: J
authors.lastname: Tollefson
mesh_terms: D003479:Curriculum; D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D006801:Humans; D019359:Knowledge; D015402:Nursing Education Research; D009736:Nursing Process; D013338:Students, Nursing / Q000523:psychology*; D013850:Thinking; D014956:Writing