Reflective journal writing is a powerful tool for wellness. Students who write regularly in a journal consistently see improvements in their writing skills, as well as their creative and reflective thinking (Stevens & Cooper, 2009, p. 15-16, 33). Many teachers across the curriculum strongly believe in the value of reflecting on one's knowledge and practices, particularly in clinical, professional, and classroom settings. We argue that integrating reflection into existing assignments has three potential benefits: enhancing assessment of learning outcomes, fostering student learning, and engaging faculty in professional development. This article presents a model of reflective writing used to assess a U.S. general education first-year writing course. It is an effective means of providing focus and clarity to issues, concerns, conflicts and confusions. Teachers who assign reflective writing, however, are not solely concerned with having students consider their writing processes and rhetorical decisions. When students write journals for class, it not only helps them, but their instructors as well. What are the types of reflective writing? Reflective writing transforms the traditional diary into a genuine, cost-effective, holistic self-management tool. Engaging in reflective writing to support your Learning Power can crystallise learning processes and outcomes in your mind and helps to rearrange the files of learning, reducing confusion and clearing mental pathways. Reflective writing can generally fit into three categories: Highly personal: In this type of reflective writing, the nurse takes the time to reflect on an experience from practice and does not incorporate any research or academics.It is purely all about you and your feelings regarding a situation. It shows you how you learn, what you’re good at and how you can improve.

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