In 2011, the undergraduate nursing programme at the Durban University of Technology introduced reflective journal writing. Students submitted journals of poor quality which lacked reflection, thus motivating the need to improve the levels of reflection by introducing a structured guide developed from Gibb’s reflective cycle. Using a purposive sampling approach, forty students volunteered their reflective journals to be used for the study. During their clinical placements, each participating student wrote and submitted two reflective journals. Analysis of the journals revealed lower levels of reflection in the first reflective journal compared to improved levels in the second journal. The students initially struggled with the last three phases of Gibb’s framework, but improved following feedback and guidance. Levels of reflection and development of reflective practice could be enhanced if all educators participate actively in guiding and supporting students during the writing of their reflective journals.
