Date of Award


Document Type


Degree Name

Master of Science in Nursing (MSN)


Nursing (Graduate)

First Advisor

Louann B. Zinsmeister

Second Advisor

Anne B. Woods


This capstone project explores the use of intentional reflection as and educational intervention during the orientation process and the development of critical thinking skills in new graduate nurses. Nurse educators in the clinical practice setting could potentially impact one aspect of the transition to practice for the novice nurse through the development of critical thinking through by facilitating the incorporation of reflection during the onboarding of a novice nurse. Further investigation in the form of an evidence syntheses specifically related to the impact of reflection on the development of critical thinking in the new graduate nurse was necessary. The results of the evidence syntheses pointed to the suggestion that the incorporation of reflection educational interventions contributes to the expediated development of critical thinking abilities in novice nurses’ development of critical thinking skills leading to a potential impact on practice change and patient outcomes. Although at this time research specifically related to reflection during orientation is limited implications of the results include the need for educators to pursue the incorporation of reflective strategies into the orientation of novice nurses.


This is an evidence-based practice capstone project submitted to the faculty of the graduate program in nursing in partial fulfillment of the requirements for the degree Master of Science in Nursing.