Objective:

To analyze the Individual Improvement Plan (IIP) as a document to evaluate the critical patient practices of the nursing degree and identify the key learning elements.

Method:

Qualitative and descriptive design. The sampling was purposeful 51 students enrolled in clinical practices of critical care units. It was used a content analysis.

Results:

The structure of the IIP: reflection, action, evaluation, participation, personnel, utility and transfer has allowed students to reflect and identify areas for improvement in critical services. It was extracted six categories: Humanization, Communication, Learning, Professional knowledge, Clinical safety and Complexity. These make up the key learning elements.

Conclusions:

The IIP is presented as a structured, summative and evaluative instrument based on reflection-in-action. The students have the opportunity to analyze and reflect on the practice, avoiding an experience of their practicum that could become routine and mechanized.