Children’s participation in healthcare is highly dependent on care professionals’ attitudes and contextual, socio-technical norms. This paper addresses the call for educational methods that promote reflexivity and an awareness of norms. It describes a novel tool, grounded in a norm-critical design methodology and workshop-based learning, designed to facilitate reflexive discussions among nursing students and care professionals. Both the development of the tool and insights from a feasibility study with target groups are described. The tool includes a set of provotypes (provocative prototypes) that incorporate and problematise identified barriers to child participation in healthcare. Accompanied by conversation questions, these provotypes are intended to promote discussions on how socio-technical healthcare norms affect children's opportunities to influence their care. The output was tested with nursing students, design researchers, teachers, and care professionals to arrive at an applicable tool for nursing and care education.