| Study | Strategies | Major Findings/Implications for Teaching RP |
| ( Aust. | Theoretical instruction Written reflection Monthly reflective tutorial | Students felt better prepared to assess learning and practice and increased capacity to reflect in and outside of practice |
| ( | Online RP module Online reflective blog. | Reflection aided applying theory to practice |
| ( | Online reflection Online Web conference | Students gained perspective of vulnerability of patient and patient’s family Student self-evaluation of practice |
| ( | Reflective incident report 3 hour weekly reflective discussions Handbook RP theory | Students report CP program was a worthwhile tool and provided a broader way of thinking Two students gave consistently negative feedback |
| ( | Reflective patient case report Reflective dialogue with academic. Reflective essay/report | Support for higher order cognitive processes, gaining new insights facilitation of problem solving, Weaknesses identified in the process of marking |
| ( UK | Written reflective report written once each year of the five year course | Reflections focused on challenges to patient contact, peer group and interpersonal conflicts. Majority of students expressed uncertainty, conflict and emotion Patterns detected provide guidance to markers |
| ( Germany | Reflective group session focused on clinical rotation (eight-90 minute sessions with a physician/psychosomatic medicine trainer) | Student self-evaluation: identified lack of skill, moral inconsistencies, conflict with patients and with peers, unrealistic expectations of themselves and used reflective session to resolve issue. Improved patient care Students appreciated group support, gained confidence, |
| ( | Reflective journal | Journal entries revealed changes in student perspectives, development of a new frame of reference, interpreting meaning from emotionally charged experiences |
| ( | Lectures and discussion Critical incident analysis Student journal/diaries Role-play, art, poetry, music. | Teaching RP effectively only possible in groups of fewer than 10 students Lack of preparation and prerequisite skills for educators to teach RP a concern―no learning outcomes |
| ( | Reflective journals | Feelings related to own competence and role in relation to patients |
| ( | Reflective journals using structured questions Learning contract | Issues related to applications of theory to practice, Concern for limited communication skills, Self-evaluation students showed ability to make changes in themselves with plans and suggestions Effectiveness of clinical educators |
| ( Aust. | Dialogical debriefing sessions post clinical shift Reflective journals―unstructured format | Learning to become a nurse through identification of the patient journey and entering the world of the patient Developing empathy and humanity of caring for another Recognising patient cues made clearer through reflection |