Comparing reflective models within nursing education: Are they fit for purpose?

• Reflective practice models aligning with experiential learning are employed to support student nurses in developing critical thinking skills and prepare them for professional expectations. • Universities adopt various models to promote reflective practice within their nursing students, yet there is limited evidence explaining the rationale behind this selection. • The paper clarifies variations between reflective practice models to ensure nursing academics employ a model that aligns with their reflective learning activities' aims, purpose, and direction. Literature suggests that reflective practice within the nursing profession fosters critical thinking, enhances clinical judgment, and supports lifelong learning. Therefore, reflection and reflective practice models are often used as teaching methods within nursing programs. However, how these models are used varies considerably, with a lack of guidance to support the educator in developing teaching resources and activities that encourage critical thinking. The objective of this paper was to compare and contrast reflective practice processes used in undergraduate nursing programs to promote reflective practice and learning. This was written as a comparative review, alternating its discussion through various common constituent elements identified within 3 reflective practice models used in undergraduate nursing education in Australia. Literature on reflective learning processes within nursing and healthcare remains sparse. The 5Rs Reflective Writing scale offers a structured approach that emphasizes continuous learning, while Gibbs' model is particularly effective for reflecting on the emotional aspects of healthcare. However, there is limited evidence supporting the efficacy of the STARLP model. Further research is necessary to determine these reflective processes' effectiveness and identify the most beneficial approach for nursing practice.