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Students who actively engage in reflection and receive guidance from faculty may assume accountability for learning and adjust study habits based on academic performance. The literature supports a need for nurse educators to develop theory-based strategies to integrate reflection and meaningful feedback in large didactic courses. The author in this paper describes the use of King’s goal attainment theory and debriefing best practice guidelines to develop an asynchronous post-exam reflection teaching-learning strategy to promote student success in an undergraduate nursing pathophysiology course. Incorporation of the reflections enabled the nurse educator to collaborate with each student, provide prompt and personalized feedback, and efficiently identify at-risk students.