Reflection is a critical aspect of ePortfolio practice as students engage in connecting ideas across various aspects of their academic experience. Reflective practice is a varied and complex process, requiring higher order cognitive processes that students usually have not had the opportunity to practice.

The goal of this project was to help clarify expectations (the why, what and how) of reflection writing with the purpose of the assignment in mind. The project began as an exploration of reflective practice models and identification of key components; an introductory video was made, in collaboration with CGPS, to explain distinct reflection steps. The video and the script were shared with nursing students in Debra Kramlich’s Evidence-Based Practice I course and faculty in the nursing program. Writing assignments in Deb’s class were revised to align with the steps and purpose of the reflection. We also began a conversation about developing a rubric specifying levels of reflective thinking.  At the end of the course, Deb reported seeing more specific reflective thinking in student papers this semester compared to previous semesters.