Critical Self-Reflection and Its Impact on Future Nursing Practice Assessment

Assessment Task

Purpose 

Becoming a culturally safe nurse is an ongoing personal and professional journey. It requires critical reflection and questioning of ‘self’ and your own cultural lens. You need to do this to develop an awareness of how ways of thinking and working are influenced by intersecting dimensions of your own cultural identity, the culture of your profession and broader societal factors. 

Questioning of self requires you to be prepared to challenge pre-conceived ideas or long-held assumptions and bias through critical analysis of what has informed those views and subsequently exploring and validating new ways of seeing the world. 

This process also requires questioning what is accepted as the ‘norm’ in health practice and establishing new ways of delivering care.

Critical self-reflection facilitates the shift in ways of thinking and working needed to build culturally safe practices. This shift is transformative, involving both learning and unlearning. 

This task requires you to demonstrate critical reflection on your experience of engaging with the subject learning activities, reflecting on both what you have learnt and have needed to unlearn, and to consider how you might apply your new understandings to future nursing practice, and how you might continue the learning /unlearning journey.

Task Details

• You are required to submit a 1,500-word (+/- 10%) written reflection. 
• This is a personal reflection piece and should be written in first person.

Part 1: Learning

Clearly identify the learning resources or activities (one or more) that led to you learning something new, and describe the new knowledge gained from engagement with the resource/activity. This could include one or multiple concepts, and may include multiple reference points i.e. describe where the learning started and identify activities that further developed your understanding. Reflect on the learning experience including an analysis of your cognitive (thoughts) and emotional (feelings) responses. This is mapped to the LEARNING criterion on the rubric

Part 2: Unlearning

Clearly identify the learning resources or activities (one or more) that prompted some unlearning and describe the unlearning that took place through engagement with the activities. This may relate to a single topic or activity or multiple concepts (these may or may not relate to your learning as outlined in part 1. above). Here you should discuss how any assumptions, biases or pre-conceived ideas have been challenged and provide analysis of what informed those previously held views. Reflect on the unlearning experience including an examination of your cognitive (thoughts) and emotional (feelings) responses to having those views challenged. This is mapped to the UNLEARNING criterion on the rubric

Part 3: Apply

Respectful Communication : 

• This is an academic piece of writing, and your responses need to be professional and respectful of the Aboriginal and Torres Strait Islander peoples who have shared their knowledges with you. Your language and writing should demonstrate an understanding of culturally safe communication; this includes adopting a strengths-based approach, using appropriate terminology, and respectfully acknowledging First Nations knowledges. This is mapped to the Communication criterion on the rubric.
• Please reflect on how your writing and language could be interpreted prior to submitting your final document.

Summary of Assessment Requirements

The task requires students to prepare a 1,500-word reflective piece on their personal and professional journey toward becoming a culturally safe nurse. The assessment emphasizes critical self-reflection, where students analyze their own cultural lens, challenge long-held assumptions, and explore new ways of seeing and practicing within healthcare.

The reflection is divided into three key parts:

1. Learning

   • Identify resources or activities that introduced new knowledge.
   • Reflect on the new insights gained, both conceptually and emotionally.
   • Explain how the learning process developed over time through different activities.

2. Unlearning

   • Identify resources or activities that challenged existing assumptions or biases.
   • Describe the unlearning process, including what beliefs were questioned and why.
   • Analyze what informed earlier views and reflect on cognitive and emotional responses to this shift.

3. Apply (Respectful Communication)

   • Demonstrate culturally safe communication by using respectful, strengths-based language.
   • Acknowledge and respect Aboriginal and Torres Strait Islander knowledges.
   • Ensure language reflects professionalism and sensitivity.

The reflection must be written in first person, with a focus on both learning and unlearning experiences, and show how these insights will be applied in future nursing practice.

Academic Mentor’s Step-by-Step Guidance

The academic mentor guided the student through the assessment in a structured, progressive manner:

Step 1: Understanding the Purpose

The mentor first explained the importance of critical reflection in nursing, linking it to professional growth and the ability to provide culturally safe care. The student was encouraged to see the task not as an academic formality but as a personal journey of learning and unlearning.

Step 2: Breaking Down the Assessment Structure

The mentor highlighted the three-part structure (Learning, Unlearning, Apply), ensuring the student understood what each section required. Examples of possible learning and unlearning scenarios were discussed to help the student connect theory to lived experiences.

Step 3: Identifying Learning Resources

The student was guided to recall specific activities, readings, or class discussions that influenced their understanding. The mentor emphasized describing not just the knowledge gained, but also the emotional impact and how this influenced thinking.

Step 4: Reflecting on Unlearning

The mentor encouraged the student to honestly reflect on preconceived biases or assumptions, tracing where those ideas came from (e.g., upbringing, societal norms, professional culture). The student was taught to analyze how these ideas were challenged and what shifts occurred in their perspective.

Step 5: Applying Respectful Communication

The mentor provided feedback on language use, ensuring the student adopted a strengths-based and respectful tone when writing about Aboriginal and Torres Strait Islander peoples. Guidance was given on using culturally safe terminology and acknowledging Indigenous knowledges appropriately.

Step 6: Drafting and Refining

The mentor encouraged the student to draft the reflection in first person, review it for clarity, and refine the writing to maintain professionalism and respectfulness throughout.

Outcome and Learning Objectives Achieved

By following this step-by-step process, the student was able to:

• Clearly articulate learning from subject activities and resources.
• Critically analyze unlearning, identifying and challenging personal biases.
• Demonstrate culturally safe communication through respectful, professional writing.
• Connect reflective insights to future nursing practice, showing readiness to engage in culturally safe care.

The learning objectives covered included self-awareness, critical reflection, communication skills, cultural safety, and professional growth.

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