Critical reflection occurs when we analyze and question the validity of our presuppositions and evaluate the relevance of our knowledge, understanding and beliefs given our current contexts (Mezirow, 1990). According to Rolfe (2014), “students can only learn to be reflective practitioners when they are in practice,” because that is when serious problems arise. Critical reflection is another concept commonly mentioned in the reflection literature (Bright, 1996; Brookfield, 1994; Collins, 1994). This portfolio includes analyzing the role of critical reflection in contemporary nursing education and evaluating the usefulness of the feedback and evaluation process in relation to the workplace, promoting reflective learning. The roleFor example, critical thinking allows nurses to identify, evaluate and improve practice by bringing about changes in response to feedback from diverse practice experiences. However, as Gardner (2014) advocates, there is a need to move away from focusing on nursing skills as an individual and to participate in a much more holistic critical process encompassing the wider social context. In this way, critical reflection incorporates the principles of critical social theory. Furthermore, critical thinking from an essential social perspective aims to raise awareness of any underlying assumptions so that these can be questioned and modified for the next time. As Usher and Holmes (2010) write, reflection “offers a means of drawing out the contradictions between what you intend to achieve in a situation and how you actually practice it.” Additionally, critical reflection can help move nursing practice from the status quo toward actively creating opportunities for change for better outcomes, whether during the experience or in the future. Reflective thinking involves testing hypotheses and experimenting in real time in situations where “wicked problems” arise, which facilitates deeper knowledge and understanding (Rolfe, 2014). For Rolfe (2014), knowledge is a verb and not a noun, and Rolfe (2001) asserts that reflection in action is a more advanced form of thinking and leads to more advanced practice. He further describes that it is a process by which the nurse is always testing theories and hypotheses in a cyclical process while simultaneously being engaged in practice (Rolfe, 1993). This means examining behavior and that of others in a situation (Schon, 1995; Schon, 1987). “To be able to reflect, one must step out of experience in order to make observance understandable” Gray (1998). “Aziza pointed out (Forum 2; Challenges and Debates in Reflective Practice, Reflection-in-Action/Practice and Reflection-on-Action/Practice) that competent nurses are faced with an unusual event or 'wicked problem'. Rolfe (2014), as she is called, the nurse analyzes, automatically solves problems and thinks in that moment without even realizing it. Therefore, it brings confidence, skills, knowledge and anticipation among nursing professionals. Professionals are responsible for their actions and, in this case, students and new nurses would have the opportunity to reflect on what could have been better to improve the