Reflective Practice Questionnaire (RPQ)
Reflective Practice Questionnaire · Also known as: Reflection Questionnaire, Reflective Learning Scale
The RPQ is a self-report instrument measuring the degree to which healthcare students and professionals engage in reflective practice—the deliberate examination of their clinical experiences, decisions, and actions to extract learning and improve future practice. Developed by Sobral and refined by Saarikoski and colleagues in the early 2000s, the RPQ assesses both the frequency and depth of reflection, including reflection-in-action (thinking while performing) and reflection-on-action (analyzing after the fact). The scale is used in nursing and medical education to evaluate whether students are developing critical thinking and self-directed learning habits that sustain professional growth.
Read the full method
Sign in with a free account to read this section.
Method map
The neighbourhood of related methods — select a node to explore.
When to use it
The RPQ is used in healthcare education to: (1) assess baseline reflective engagement in students entering clinical practice; (2) evaluate whether educational interventions (debriefing, reflective writing assignments, mentoring) increase reflectiveness; (3) identify students with low reflective engagement who might benefit from coaching in critical thinking and self-assessment; (4) track development of reflective habits over a clinical placement or training program; and (5) evaluate whether educational program models (e.g., problem-based learning vs. lecture-based) foster deeper reflection.
Strengths & limitations
- Directly measures learning process: unlike knowledge tests or competence ratings, RPQ captures the cognitive process (reflection) that drives learning from experience.
- Development-sensitive: reflective practice is trainable; RPQ is sensitive to educational interventions (reflective writing prompts, debriefing, mentoring), showing improvements post-intervention.
- Supports metacognition: RPQ items prompt students to think about their own thinking, fostering awareness of learning habits and potential biases.
- Versatile administration: adaptable to various contexts (simulation, clinical placements, didactic courses, professional practice) and deliverable via paper or digital platforms.
- Correlates with learning outcomes: students with higher RPQ scores demonstrate greater gains in clinical knowledge, critical thinking, and adaptability.
- Self-report bias: students may over-report reflectiveness if they believe it is educationally valued or if they feel observed. Some may confuse 'thinking' with deeper reflection.
- Depth vs. frequency: RPQ measures how often students reflect, not the quality or depth of that reflection. A student might frequently revisit experiences without extracting meaningful learning.
- Context dependency: reflective engagement varies by clinical setting, workload, and emotional state. A busy, stressful placement may suppress reflectiveness despite a student's capacity.
- Limited predictive validity for competence: while reflection supports learning, RPQ scores alone do not predict clinical competence; action and skill application are also necessary.
Frequently asked
Is high RPQ reflection always beneficial?
Generally, yes—reflection enables learning and adaptation. However, excessive rumination on mistakes without action can become counterproductive. Optimal reflection is balanced: analyzing what happened and why, extracting lessons, then moving forward with behavioral change. If a student scores very high on RPQ but remains anxious or stuck, complement reflection with action planning and self-compassion.
Can I teach students to be more reflective if they score low on RPQ?
Yes. Reflective practice is a skill that can be developed. Strategies include: (1) Structured reflection prompts (guided questions after clinical encounters), (2) Reflective writing assignments, (3) Peer discussion and diverse perspective-seeking, (4) Mentoring with role models who reflect openly. RPQ can be re-administered after these interventions to track improvements.
How does RPQ differ from critical thinking measures?
Reflection and critical thinking overlap but are distinct. Critical thinking is evaluating evidence and arguments for validity; reflection is reviewing experience to extract learning and improve practice. Reflection includes critical thinking (analyzing why something happened) but adds emotional and personal integration. Both are important in healthcare.
If a student's RPQ score is high but their clinical competence is low, what's the issue?
The student may be thinking and reflecting deeply but lacks the knowledge, skills, or opportunity to act on insights. Provide: (1) enhanced clinical education or simulation focused on procedural skills, (2) structured knowledge input (readings, case studies), (3) guided supervised practice to translate insights into behavior. Reflection alone doesn't replace training.
Sources
How to cite this page
ScholarGate. (2026, June 3). Reflective Practice Questionnaire. ScholarGate. https://scholargate.app/en/health-education/reflective-practice-questionnaire
Which method?
Set this method beside its closest kin and read them side by side — the library lays the books on the table; the choice is yours.
- CLES+THealth Education↔ compare
- DASHHealth Education↔ compare
- NCCSHealth Education↔ compare
- PISHealth Education↔ compare