Nursing students are frequently given an assignment to use reflective journaling to record their thoughts about critical events, particularly in the clinical setting. There is a large amount of research available related to the use of reflective journaling and the outcome this pedagogical strategy has on student learning. However, research related to the process a nurse educator follows when reflective journaling is used as an assignment is limited and not well defined. This book delineates the process a nurse educator follows when using reflective journaling with baccalaureate nursing students. Nurse educators described the process of using reflective journaling in phases. The phases of the process and the factors which influence the process are analyzed using a qualitative methodology. The analysis includes examples and illuminates the use of reflective journaling and should assist nurse educators and educators in general who may be interested in utilizing this pedagogical strategy with their student populations.