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Gibbs Reflective Cycle Example

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Critically reflect on an encounter with a service user in a health care setting

This essay aims to critically reflect on an encounter with a service user in a health care setting. The Gibbs’ Reflective Cycle will be used as this is a popular model of reflection. Reflection is associated with learning from experience. It is viewed as an important approach for professionals who embrace lifelong learning (Jasper, 2013). In general terms, reflective practice is the process of learning through and from an experience or activity to gain new understandings of self and/or practice (Bout et al., 1985; Jasper, 2013). This method is viewed as a way of promoting the personal and professional development of qualified and independent professionals, eventually stimulating both personal and professional growth (Jasper, 2013). Dating back to 1988, the Gibbs’ Reflective Cycle encompasses six stages of reflection which enable the reflector to think through all the phases of an activity or experience (Gibbs, 1998). The model is unique because it includes knowledge, actions, emotions and suggests that experiences are repeated, which is different from Kolb’s reflective model (Kolb, 1984) and thus, the model is wider and a more flexible approach in examining a situation in a critical light to enable future changes (Zeichner and Liston, 1996).

1. Description

The incident I will be reflecting on occurred whilst I was placed on the oncology ward during my first year of qualified nursing. We had an elderly service user on the ward, who had been admitted due to stomach cancer. Upon his arrival, we read his notes which highlighted that he had significant learning difficulties, meaning that he also had problems with verbal communication. The main areas of reflection are how both myself and the other nurses used communication to calm the patient and show compassion, as well as how we adapted our care to address their individual needs. A nurse came onto the ward with three members of the public, who were viewing the ward as part of a job advertising process. When the nurse entered the patients bay, she informed the members of the public that the service users in that bay were currently receiving radiotherapy treatment. Upon hearing the nurse’s words, the service user became overtly distressed and began crying, shrieking and hitting his head backwards against his pillow –it took time; however, another nurse managed to calm him down by talking in a soothing manner.

2. Feelings

Prior to the incident occurring, I was mindful that the nurse was showing the three members of the public around the oncology ward, as part of a job advertising process. At the time of the incident, I had only been working on the oncology ward for six months so still felt slightly unsure of my position within the team. Ultimately, I did not feel confident or experienced enough to deal with this situation independently. I think that my increased level of anxiety meant that I struggled to intervene, however it is still clear that both my colleagues and myself should have intervened more quickly to ensure that the patient was dealt with effectively. Moreover, I was very surprised when the nurse failed to take into consideration the individual needs of the service user during the visit of the ward, as the distress caused to both the service user and the members of the public was very unnecessary.

3. Evaluation

In hindsight, the experience had both good and bad elements which have led to an increased understanding of the service user experience and my role as a nurse practitioner within the oncology team. My role was to give physical examinations and evaluate the service user’s health, prescribe and administer medication, recommend diagnostic and laboratory tests/read the results, manage treatment side effects, and provide support to patients – this includes acting in their best interests. I feel that I did not fulfil the latter responsibility completely. This duty to protect service user’s full confidentiality and ensuring that the nurse who was showing the members of the public around the ward was aware of the service user’s communication difficulties and resulting anxiety was not fulfilled. Our failure to act as a team, by sharing information and stepping in before a situation escalated, shows that there was a low level of group cohesiveness (Rutkowski, Gruder and Romer, 1983).

4. Analysis

According to the Nursing Times Clinical (2004), people with learning difficulties often have a struggle with adapting to new situations, which means that there is a potential for problematic behaviour when dealing with something outside of their comfort zone. Nevertheless, as suggested by the Nursing Times Clinical (2004), healthcare staff should be aware of how to effectively interact with people who have a learning disability and this can be aided through regular and valuable reflection. Prior to admission into the hospital, it is advised that professionals find out about the patient's communication and their likes and dislikes; address any potential fears either through discussion or by allowing the patient to visit the ward to meet the nursing staff (Nursing Times Clinical, 2004). Moreover, the day to day communication towards patients with learning difficulties should involve patient-centred/holistic care in addressing patient needs, which incorporates both verbal and non-verbal forms of communication. Therefore, professionals should make eye contact, look and listen, allocate more time for the patient, be interactive and communicative, remain patient and in some cases, enable any professionals who may have had experience with people with a learning difficulty to care for the patient (Nursing Times Clinical, 2004).

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MENCAP states that one of the most common problems when accessing healthcare for people with learning disabilities is poor communication (n.d). This can be aided by offering the service user an advocate to communicate on their behalf and by providing information in a variety of ways including visual. They further this with the notion that healthcare professionals should equally value all people, adapt their service so that it meets different needs and understand that each individual will have different needs (MENCAP, n.d). The Nursing and Midwifery Council (NMC) (2015) further this in 'The Code', which states that all registered nurses and midwives must abide by the professional standards which are to: prioritise people, practise effectively, preserve safety and promote professionalism and trust. Therefore, the incident whereby another nurse did not take into consideration the individual needs of the patient does not abide by the professional code of conduct; ultimately, they did not recognise when the patient was anxious or in distress and respond compassionately, paying attention to promoting the wellbeing of the service user and making use of a range of verbal and non-verbal communication methods (NMC, 2015). Compassion is one of the '6cs' introduced in 2012 - which are the values and behaviours that are viewed as the quality markers of a health and care service - these being: care, compassion, competence, communication, courage and commitment (Department of Health, 2012). The 6Cs carry equal weight and should be a part of all service delivery - ensuring that patients are always placed at the heart of the provision (DoH, 2012).

5. Conclusion

From this experience, I am now more mindful of the importance of being assertive and exert professionalism in practice (and not feel as though I cannot do something because of my position within the team or length of experience) if similar situations were to arise in the future. The insight I have gained from this experience means that I am now more aware of the implications of not acting immediately and the importance of acting in the best interests of the patient, even when this may take courage. Strong working relationships between healthcare professionals should also be given a greater emphasis within the oncology ward, so to increase levels of group cohesiveness (Rutkowski, Gruder and Romer, 1983).

Action Plan

In the future, I aim to be more proactive in dealing with a situation face on regardless of my role within the team or level of experience; this includes dealing with a stressed service user, ensuring that information is passed on to the relevant staff and intervening when I believe that is a risk to a service user’s health or mental wellbeing. Moreover, I will address the needs and alter how I approach a patient with learning difficulties in the future by ensuring that I use the different methods of communication and undertake some independent research on their specific needs; the information of which I can use in my nursing practice.

I will not assume that other members of staff will always be aware or mindful of the individual needs and/or triggers of a service user, and I will not presume that other members of staff will always act in a wholly professional way. I will continue to undertake regular professional reflective practice, using the on-going model proposed by Gibbs (1988). I also aim to consistently and confidently implement the principles and values as set out by the National League for Nursing, relating to the individual needs of service users, these being:

• To respect the dignity and moral wholeness of every person without conditions or limitation.
• To affirm the uniqueness of and differences among people, their ideas, values and ethnicities. (National League for Nursing, 2017, n.d).

These are furthered by the National Health Service (NHS), which was created out of the ideal that quality healthcare should be available to all and should meet the individual needs of everyone.

Reference List

Boud, D., Keogh, R. and Walker, D. (1985) Promoting reflection in learning: a model. In D. Boud, R. Keogh and D. Walker (eds.) Reflection: turning experience into learning. London: Kogan Page.

Department of Health (DoH). (2012) Compassion in Practice. London: Department of Health.

Gibbs G (1988) Learning by Doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford.

Jasper, M. (2013) Beginning Reflective Practice. 2nd edition. Andover: Cengage.

Kolb, D. (1984). Experiential learning: experience as the source of learning and development. New Jersey: Prentice Hall.

MENCAP. (n.d) Communicating with people with a learning disability. Online. Available at: https://www.mencap.org.uk/sites/default/files/2016-12/Communicating%20with%20people_updated%20(1).pdf

National Health Service (NHS). (2015) Principles and values that guide the NHS. Online. Available at: http://www.nhs.uk/NHSEngland/thenhs/about/Pages/nhscoreprinciples.aspx

National League for Nursing. (2017) Core Values. Online. Available at: http://www.nln.org/about/core-values

Nursing and Midwifery Council (NMC). (2015) The Code. London: Nursing and Midwifery Council.

Nursing Times Clinical. (2004) Managing the needs of people who have a learning disability, Nursing Times 100 (10) pp. 28-29.

Oxford Brookes University. (2017) Reflective writing: About Gibbs reflective cycle. Online. Available at: https://www.brookes.ac.uk/students/upgrade/study-skills/reflective-writing-gibbs/

Rutkowski, G. K., Gruder, C. L., & Romer, D. (1983). Group cohesiveness, social norms, and bystander intervention, Journal of Personality and Social Psychology, 44(3), pp.545-552.

Zeichner, K. and Liston, D. (1996) Reflective Teaching: an introduction. New Jersey: Lawrence Erlbaum Associates.

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Gibbs' Reflective Cycle

One of the most famous cyclical models of reflection leading you through six stages exploring an experience: description, feelings, evaluation, analysis, conclusion and action plan.

Gibbs' Reflective Cycle was developed by Graham Gibbs in 1988 to give structure to learning from experiences.  It offers a framework for examining experiences, and given its cyclic nature lends itself particularly well to repeated experiences, allowing you to learn and plan from things that either went well or didn’t go well. It covers 6 stages:

• Description of the experience
• Feelings and thoughts about the experience
• Evaluation of the experience, both good and bad
• Analysis to make sense of the situation
• Conclusion about what you learned and what you could have done differently
• Action plan for how you would deal with similar situations in the future, or general changes you might find appropriate.

Below is further information on:

• The model – each stage is given a fuller description, guiding questions to ask yourself and an example of how this might look in a reflection
• Different depths of reflection – an example of reflecting more briefly using this model

This is just one model of reflection. Test it out and see how it works for you. If you find that only a few of the questions are helpful for you, focus on those. However, by thinking about each stage you are more likely to engage critically with your learning experience.

This model is a good way to work through an experience. This can be either a stand-alone experience or a situation you go through frequently, for example meetings with a team you have to collaborate with. Gibbs originally advocated its use in repeated situations, but the stages and principles apply equally well for single experiences too. If done with a stand-alone experience, the action plan may become more general and look at how you can apply your conclusions in the future.

For each of the stages of the model a number of helpful questions are outlined below. You don’t have to answer all of them but they can guide you about what sort of things make sense to include in that stage. You might have other prompts that work better for you.

Description

Here you have a chance to describe the situation in detail. The main points to include here concern what happened. Your feelings and conclusions will come later.

Helpful questions:

• What happened?
• When and where did it happen?
• Who was present?
• What did you and the other people do?
• What was the outcome of the situation?
• Why were you there?
• What did you want to happen?

Example of 'Description'

Here you can explore any feelings or thoughts that you had during the experience and how they may have impacted the experience.

• What were you feeling during the situation?
• What were you feeling before and after the situation?
• What do you think other people were feeling about the situation?
• What do you think other people feel about the situation now?
• What were you thinking during the situation?
• What do you think about the situation now?

Example of 'Feelings'

Here you have a chance to evaluate what worked and what didn’t work in the situation. Try to be as objective and honest as possible. To get the most out of your reflection focus on both the positive and the negative aspects of the situation, even if it was primarily one or the other.

• What was good and bad about the experience?
• What went well?
• What didn’t go so well?
• What did you and other people contribute to the situation (positively or negatively)?

Example of 'Evaluation'

The analysis step is where you have a chance to make sense of what happened. Up until now you have focused on details around what happened in the situation. Now you have a chance to extract meaning from it. You want to target the different aspects that went well or poorly and ask yourself why. If you are looking to include academic literature, this is the natural place to include it.

• Why did things go well?
• Why didn’t it go well?
• What sense can I make of the situation?
• What knowledge – my own or others (for example academic literature) can help me understand the situation?

Example of 'Analysis'

Conclusions

In this section you can make conclusions about what happened. This is where you summarise your learning and highlight what changes to your actions could improve the outcome in the future. It should be a natural response to the previous sections.

• What did I learn from this situation?
• How could this have been a more positive situation for everyone involved?
• What skills do I need to develop for me to handle a situation like this better?
• What else could I have done?

Example of a 'Conclusion'

Action plan

At this step you plan for what you would do differently in a similar or related situation in the future. It can also be extremely helpful to think about how you will help yourself to act differently – such that you don’t only plan what you will do differently, but also how you will make sure it happens. Sometimes just the realisation is enough, but other times reminders might be helpful.

• If I had to do the same thing again, what would I do differently?
• How will I develop the required skills I need?
• How can I make sure that I can act differently next time?

Example of 'Action Plan'

Different depths of reflection

Depending on the context you are doing the reflection in, you might want use different levels of details. Here is the same scenario, which was used in the example above, however it is presented much more briefly.

Adapted from

Gibbs G (1988). Learning by Doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford.

• Your Project

Gibbs’ Reflective Cycle

What is the gibbs' reflective cycle.

The Gibbs’ Reflective Cycle is a Tool that helps professionals Grow and Learn from their past Experiences .

To do this, it proposes to analyze the Situations in which someone wants to Improve.

• Drawing Conclusions that allow us to do things better in the future.

It consists of  6 Repetitive Steps (a cycle):

• Description .
• Evaluation .
• Conclusion .
• Action Plan .

This cycle must be repeated until Obtaining the Desired Results .

The Six Steps of Gibbs' Reflective Cycle

1. Description : Describe in detail the Situation in which you want to improve .

• A Negotiation, A Decision you made, a Discussion with your employees, etc.

2. Feelings : Reflect on How you Felt in that Situation, How you Coped with it.

• Did you feel Insecure? Did you feel Determined? Did you Hesitate?

3. Evaluation : Evaluate the Experience and its Outcome , Objectively.

• What Consequences did it have, What worked, What did not, etc.

4. Analysis : Analyze the Reasons that explain the Result of this Situation.

• Why something worked or didn’t work. Why you Made that Decision, etc.

5. Conclusion : Get the Lessons from this Analysis; How to do things better.

• What could have been done better? What could be done in a different way?

6. Action Plan : Develop and Implement a Plan to do things better.

• Applying the Conclusions obtained in this Cycle.

Repeat the Cycle until Reaching the Desired Results .

Gibbs’ Reflective Cycle Template

Now, before sharing some examples , we want to explain one important thing:

• How to use this Cycle .

We know that it can get a bit Confusing (Feelings, Action Plan, etc).

That is why we’ll offer you a Guideline that you can Follow .

• It can be used for your Personal Analysis or, in Coaching Situations.

How to use the Gibbs Reflective Cycle

Description : Details are important, as is the Context of any Situation.

• The Place and People Involved.
• What Interactions happened.

Feelings : They Can give us a Clue as to what we need to Improve .

• If we feel Insecure, it is usually because we do not know the Subject well enough.
• What made you feel Uncomfortable?
• What made you feel Determined?

Evaluation : Here, you should not try to find Reasons , only Facts .

• What worked, What didn’t work, and under What Circumstances.
• The Outcome: What happened After the Situation?

Analysis : Now it is the time to find the Whys .

• Why is the Reason something Worked? The Root Cause.
• Potential Root causes causing you a Problem.

Conclusions : Time to “Connect the Dots” and obtain Solid Conclusions .

• What Solid Conclusions have you Obtained?
• What Could have been done better?

Action Plan : Now, you have to put things into Practice .

• Set Specific, Measurable, Realistic and Time-Related Goals.
• Use Objective Metrics.

Let’s see some examples:

Gibbs Reflective Cycle examples

Now, let’s Imagine that you have recently been Promoted to Manager .

You are very happy about it, but you do not feel very Comfortable when you face your employees .

• Sometimes you have to impose yourself, so that what you say is done.

Also, it is something you would like to Improve on .

That is Why you decided to use Gibbs’ Reflective Cycle .

Let’s see How you use it:

Description - Gibbs Reflective Cycle example

The Situation in which you want to Improve :

• It is You and your Employees (no matter Who).
• You are In front of them alone or in a collective meeting.
• You Want things to be done in a New way.
• You Tell them how they have to do things from now on .

Feelings - Gibbs Reflective Cycle example

After thinking Carefully about it, you Discover that you Felt :

• Anxious about Compelling People to do Something.
• Insecure about you Authority.
• Determined about the Need of doing the Things in a New Way.

Evaluation - Gibbs Reflective Cycle example

You then Evaluate what happens in these Situations :

• You Compel your employees to do what you say.
• They obey you.
• Those who know you best Respond much better to your Commands .
• Those who don’t know you are more Reluctant to change .

Analysis - Gibbs Reflective Cycle example

Now, you start thinking about the Whys :

• This makes you Feel Insecure.
• They don’t make you Feel Anxious or Insecure .
• That and , the fact that you are New in the Position .

Conclusion - Gibbs Reflective Cycle example

You Obtain important Conclusions from this Analysis :

• Or People that don’t know your Skills when making decisions.

This People are Reluctant to “obey” you, and make you Feel Insecure and Anxious.

• So they will Trust you more.
• And they will Trust your Authority more.

Action Plan - Gibbs Reflective Cycle example

Finally, you decide to Develop an Action Plan :

• Starting with those who know you least.
• Comparing the Previous Results with the Current ones.

You Estimate that you will need 2 months to have met with all your employees.

• And decide if you need to repeat this Cycle again.

The Gibbs’ Reflective Cycle is a Tool that helps professionals Grow and Learn from their past Experiences.

Consists of 6 Repetitive Steps that must be repeated until getting the desired Results:

• Description : Describe in detail the Situation in which you want to improve.
• Feelings : Reflect on How you Felt in that Situation, How you Coped with it.
• Evaluation : Evaluate the Experience and its Outcome, Objectively.
• Analysis : Analyze the Reasons that explain the Result of this Situation.
• Conclusion : Get the Lessons from this Analysis; How to do things better.
• Action Plan : Develop and Implement a Plan to do things better.
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Gibb’s Reflective Cycle: Analysis Essay

• To find inspiration for your paper and overcome writer’s block
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Description

Action plan, gibb’s reflective cycle on medication error, gibb’s reflective cycle on wound dressing.

I am referring to the incident that occurred as I was placed in the rehabilitation ward. There was an elderly female patient, and I was requested to assist her in taking a bath. I will refer to the patient as Mrs. A to maintain confidentiality. When I proceeded to give care to the patient, she was already sited in a wheelchair. I first introduced myself to the patient and asked her questions, such as if she could bathe herself to assess if she could do it herself. She said yes, but she needed me there in case she needed any help. I helped her stand in the wheelchair and helped her undress. She requested I allow her to proceed with the showering process. For the first minute, she was doing well, and then I heard a falling thud. I dashed in and saw the patient lying on the floor unconscious. I quickly pressed the emergency button, and the emergency team arrived in a few minutes to assist me with the patient.

Reflecting on the incident, I felt that I did not act in the best interest as I was supposed. I am supposed to be answerable for my actions in cases of decision-making, giving advice and directives for my practice. I felt that I would have controlled the occurrence of the situation by performing extra patient assessments on their state of health to avoid the fall occurrence.

The doctors and the nurses commended me for taking responsibility for pressing the emergency button that allowed the team to come to the assistance of attending to the patient reasonably, avoiding major injuries and complications to the patient. Unfortunately, the patient suffered from small bruises on her hand and head, but there was no fractured bone injury. Areas of improvement are that I should have done an intensive assessment of the patient’s situation before accepting her request to shower herself.

Based on my analysis, the occurrence of the event would have been prevented if the proper evaluation and assessment of the patient’s condition. Proper communication between the patient and the nurses is essential to identify areas of challenge. The occurrence was a mind-opening encounter to me that nurses should be more task-oriented rather than patient-centered (Liu et al., 2022). The welfare and safety of the patients are supposed to be an area of great concern during caregiving. Patient falls common challenges experienced n health and care institutions. The major causes of such accidents are medical conditions, dizziness, and physical conditions such as amputation (Rashid, 2019). Whatever the case, the patient should be prevented by performing appropriate assessments and interventions.

Gibbs’ Reflective Cycle is essential in providing assessments and evaluations for a patient. The process entails six stages of exploring an experience, including; description, feelings, evaluation, analysis, conclusion, and action plan (Li et al., 2020). This reflection is essential to me as it relates to the challenges that can occur if proper measures are not taken during patient care. The patient’s fall would have been prevented, and in this case, the event made me more self-conscious of my necessary interventions when dealing with patients in the course of my career practice.

I will ensure I perform a full and proper patient assessment in the future. I will check their mobility status before allowing them to perform standing or walking activities. I will provide my patients with instructions or equipment to help them prevent falls. If the patient is not safe showering on their own, yet they feel they can, I will communicate with them effectively concerning the situation and make them know them know that their safety is my greatest issue of concern (Meekes et al., 2022). I will also reassure my patient that they will resume showering as soon as they become more stable and not in a position to experience fall incidents.

The incident occurred in the ward that involved a patient aged 75 who had diabetes. The patient needed to be administered insulin at 1 am. Under the supervision of the registered nurse, I was requested to administer 24 units of insulin which I did in the presence of the registered nurse. I checked and administered the units of insulin as instructed. I left for a while, but on returning to the ward to check the patient, I realized the patient’s glucose level had drastically dropped from 15mmol/l to 3.7mmol/l. I immediately informed the registered nurse, and we proceeded to check the medication chart. We realized that we had administered 24 units of insulin to the patient instead of 2.4 units.

The occurrence of the event was greatly disturbing and depressing to me because of the medication error. The event made me realize how important it is to double-check the medication chart before administering it (Mazhar et al., 2018). At one point, I felt greatly disappointed by the supervising registered nurse, and I realized that I had a greater responsibility to ensure that the medication error did not happen. Medication errors related to insulin administration would result in serious consequences and I felt that the related event would have been life-threatening to the patient.

On evaluating the incident, I would say what went well is that the challenge was experienced under the supervision of the registered nurse; hence I would not take the entire fault for the event. Additionally, after realizing the mistake, I immediately informed the registered nurse that the patient had been checked in time to prevent dire consequences. What went wrong was that the patient suffered the effect of the medical error. According to Di Simone et al., (2018), reading the medication chart incorrectly or making medication errors increases the chances of morbidity and mortality in parents. The event of overdosing the patient with insulin was a bad experience that would have resulted in major complications.

Analyzing the event shows that accuracy is essential while administering insulin to diabetes patients. Correct procedures should be carried out while performing medicine administration. The incident occurred due to the incorrect checking of the medication chart to ensure the appropriate amount of medication was given to the patient. Medication errors frequently occur due to knowledge deficiency, lack of proper checking of dose, or distractions (Schroers et al 2021). Other challenges of medication error may occur due to communication challenges.

The administration of the right medication to patients is of great significance. Administration of the wrong insulin dose may adversely affect the patient. Proper checking of the medication chart is essential to ensure the right dosage amount is administered to the patient (Kuitunen et al., 2021). Nurses must double-check the dose before administration, even when they feel confident about it (Schroers et al., 2022). Procedures and healthcare policies demand nurses to read medication orders keenly, and sticking to these policies may prevent medication errors.

In the future, I will always remember the importance of administering the right dose to the patient to avoid the consequences of making medication errors. I will keep the competence standards required to give quality care to my patients. When administering medication, I will ensure I double-check the medication chart and the dose to ensure high levels of accuracy in the administration process. I will also ensure I create awareness among my fellow colleagues on the importance of administering the right dose to avoid medication errors.

At an event in my placement during my first year, I was working under the supervision of my mentor in the care of an eighty-five-year-old Mr. X, who had undergone leg surgery. I had been requested to remove the wound dressing so the doctor could assess how the wound was healing. I used a non-touch procedure to remove the dressing and clean the wound. The doctor had been examining another patient’s wound, and when he came, I realized that he had come straight to Mr. X without using alcohol gel or washing their hands. I also noticed that the doctor was wearing a long-sleeved sweater, and I was concerned that the cuffs might be contaminated. I thought for a moment of asking, but by the time I gathered enough courage, the doctor had already examined Mr. X; hence it was too late.

I felt alarmed due to this event as I had expected the doctor to undertake hygiene measures during patient care. However, I felt intimidated as the doctor had more experience than I had, and I was worried and did not want to embarrass him. I consequently did not want the patient to be concerned if I confronted the doctor. Later, I spoke to my supervisor concerning the incident, and she suggested we speak to the doctor together. My mentor called the doctor’s site and enquired about her hand-washing practice. The doctor looked shocked and admitted that he had been very busy and had not thought about it. My mentor discussed with the doctor the importance of not ignoring such simple but important care procedures, and the doctor assured her that the incident would not happen again.

The event was a great deal to me, and I regretted not challenging the doctor before he examined Mr. X. I was pleased that the doctor responded positively to the inquiry and feedback provided by my mentor. I noticed later that he was keen and changed his practice after the incident. This event taught me the significance of acting assertively with other colleagues regardless of their position to ensure I safeguard the patient and provide them with quality care.

According to (Gillespie, et al., 2020), hand hygiene, especially when dealing with wounds, is essential to reduce and prevent cross-infection. Studies have also shown that healthcare professionals do not disinfect their hands as much as they should during patient care (Choi, 2019). Transmission of infections is possible via uniform and dressing, and healthcare professionals must review dressing policies. Nurses are supposed to minimize and identify risks to patients they are dealing with.

Looking back at this event, I see that I should have acted sooner and challenged the doctor to ensure they observed care practices before handling the patient. The lack of washing hands would have resulted in the risk of infection to the patient (Yoon et al., 2019). After the discussion with my mentor, I realize that I need to always build my confidence and challenge colleagues for the well-being of the patient. Additionally, I realize to be supportive of a colleague and understand the pressure they might be facing. Still, they ensure that even with the challenge, they can maintain quality patient care.

In the future, I have goals to develop my assertiveness while working with others, regardless of their level. I will always understand the wellness of the patient is key and the purpose of giving quality care to the patients. I will learn and discuss with mentors how best to achieve these strategies and learn how to work best as a team.

Choi, K. S. (2019). Virtual reality wound care training for clinical nursing education: An initial user study. In 2019 IEEE Conference on virtual reality and 3D user Interfaces (VR) (pp. 882-883). IEEE. Web.

Di Simone, E., Giannetta, N., Spada, E., Bruno, I., Dionisi, S., Chiarini, M. & Di Muzio, M. (2018). Prevention of medication errors during intravenous drug administration in intensive care units: a literature review. Recent Advances in Medicine , 109 (2), 103-107. Web.

Gillespie, B. M., Walker, R., Lin, F., Roberts, S., Eskes, A., Perry, J. & Chaboyer, W. (2020). Wound care practices across two acute care settings: A comparative study. Journal of Clinical Nursing , 29 (5-6), 831-839. Web.

Kuitunen, S., Niittynen, I., Airaksinen, M., & Holmström, A. R. (2021). Systemic causes of in-hospital intravenous medication errors: A systematic review. Journal of Patient Safety , 17 (8), e1660. Web.

Li, Y., Chen, W., Liu, C., & Deng, M. (2020). Nurses’ psychological feelings about the application of Gibbs’s reflective cycle of adverse events. American Journal of Nursing , 9 (2), 74-78.

Liu, W. Y., Tung, T. H., Zhang, C., & Shi, L. (2022). Systematic review for the prevention and management of falls and fear of falling in patients with Parkinson’s disease. Brain and Behavior , e2690. Web.

Mazhar, F., Haider, N., Ahmed Al-Osaimi, Y., Ahmed, R., Akram, S., & Carnovale, C. (2018). Prevention of medication errors at hospital admission: A single-center experience in elderly admitted to internal medicine. International Journal of Clinical Pharmacy , 40 (6), 1601-1613. Web.

Meekes, W. M., Leemrijse, C. J., Korevaar, J. C., & Stanmore, E. K. (2022). Implementing Falls Prevention in Primary Care: Barriers and Facilitators. Clinical Interventions in Aging , 17 , 885. Web.

Rashid, A. (2019). Yonder: Difficult patients, fall prevention, hormonal contraception, and laughter therapy. The British Journal of General Practice , 69 (682), 245. Web.

Schroers, G., Ross, J. G., & Moriarty, H. (2021). Nurses’ perceived causes of medication administration errors: a systematic qualitative review. The Joint Commission Journal on Quality and Patient Safety , 47 (1), 38-53. Web.

Yoon, C., Gong, H. S., Park, J. S., Seok, H. S., Park, J. W., & Baek, G. H. (2019). Two-layer wound sealing before surgical hand washing for surgeons with a minor cut injury on the hand. Surgical Infections , 20 (5), 390-394. Web.

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Gibb’s Reflective Model

Introduction

This essay is going to discuss and analyze a reflective analysis model namely Gibb’s reflective cycle. However, in the year 1988, this reflective cycle was designed through Graham Gibbs to provide a structure associated with reflective analysis so that the individual learners can learn successfully from their experiences. However, in this essay firstly, the reflective analysis model by Graham Gibbs is going to be defined which highlighting the key idea of the author behind designing this reflective model. In addition to that, the applications of this reflective analysis model in learning, self-assessment and self-development are going to be focused upon. Then again, the six different stages included by Gibb’s model of reflective analysis would thoroughly be discussed. Furthermore, the discussion will portray the significant benefits of this reflective analysis model in terms of producing an effective and useful reflective analysis besides taking consideration of the criticisms about this reflective analysis model. Eventually, the easy would be concluded with making a summarization of the important points covered in the discussion and developing valid recommendation relating to the way this reflective analysis model can be used to draft a successful self-reflection which can contribute to self-learning and long-term development of an individual learner.

The Concept Of Reflective Practice

(Source: Constantinou et al. 2020)

The term reflective practice can be defined as the capability of an individual of reflecting on their actions to involve in a procedure of continual learning. In addition to that this process involves taking consideration into the practical theories and values that are responsible for informing the day to day activities of an individual through analyzing the practice reflexively and reflectively leading to the development of an insight relating to own strengths and weaknesses. However, the key rational associated with reflective practice would experience alone cannot lead to the process of learning necessarily whilst a deliberate self-reflection on experience would equally be essential. Be that like it may, reflective practice plays a crucial role in a practice-oriented professional learning and development setting where the individual professionals or learners continue learning from the own professional experiences of them instead of through the formal knowledge or skill transfer or professional development courses(Constantinou et al. 2020). Therefore, it is considered as one of the most essential sources of professional as well as personal improvement and development whereas it is an equally significant method to combine practice and theory by dint of the reflection an individual would be capable to view with labelling forms of theory and thought in the context of their work. On the other hand, an individual that can reflect throughout their practice would not only considering the past events and actions but also would be having a conscious glance through their actions, experiences, responses and emotions along with utilizing that information for adding value to their existing knowledge and skill base aiming at reaching a higher degree of understanding (Dhaliwal, Singh& Singh, 2018). However, according to Online assignment help London experts, in Kolb’s cycle of reflective analysis, there are four different phases in a reflective practise which are concrete experience, active experiments, reflective observations and abstract conceptualization. These stages are going to be discussed briefly in the following discussion:

Concrete experience:

Concrete experience refers to a new situation or experience which would be encountered. However, it might involve the reinterpretation of the experience of an individual learner.

Reflective observation:

The reflection observation or analysis of the new experience is highly essential since it involves the inconsistencies and unpredictability between the understanding and experience (Crawley& Hendry, 2018).

Abstract conceptualisation:

Abstract conceptualisation associated with the reflective practice is responsible for providing an impulse to a new modification or idea of a past abstract concept which the individual might have leant from their previous experience. 

Active experiments:

In an active experiment, the individual learner continues applying their understandings, ideas and newly developed skills to the world across them to view the consequences and use the same to bolster their experience (Ahmed, 2020).

The Definition Of Gibb’s Reflective Model

(Source: Pianpeng & Koraneekij, 2016)

The famous researcher and scholar Graham Gibbs designed a reflective analysis model through facilitating the model of reflective practice associated with the experimental reflective learning cycle developed by Kolb. When it comes to describing Gibb’s model of reflective practice, it can be said the experiences of an individual is responsible for shaping their personality, character and behavioral traits and thus would impact their conduct in the professional field as well. However, the experience would not be enough to make a person grow effectively (Ardian, Hariyati& Afifah, 2019). Therefore, they require to reflect on their essential experiences for developing rules, principles and theories which would make them better and efficient at their job. Be that like it may, Gibb’s reflective framework involves a simple reflective cycle including six stages of self-reflection which would help an individual in reflecting on their existing experiences and understanding in the workplace. In addition to that in this process, the individual learner not only keeps on learning and adding value to the skills that they are good enough but also the skills that they are not efficient enough or have enough understanding about through putting together an effective and relevant action plan for addressing their weaknesses (Dressler et al. 2018).

Be that as it may, it is one of the most renowned cyclic processes associated with the reflective learning leading an individual learner through six different phases to help them explore their experiences. However, these six stages would include description, evaluation, feelings, analysis, conclusion and action plan (Dhaliwal, Singh& Singh, 2018). It is worth mentioning in this particular context that this reflective analysis framework would be an effective way of working through the experience of an individual learner. In addition to that, assignment writing in Highland experts, it can either be a situation which the individual may frequently go through or a stand-alone experience. Be that like it may, originally Gibbs tried to advocate the application of this reflective analysis model in the repeated situation yet the principles as well as stages equally apply well for the specific experiences as well. Nevertheless, the action plan might end up becoming quite general in case of the stand-alone experiences whilst looking at the way the individual learner would choose to apply their conclusions in future (Crawley& Hendry, 2018).

The Key Idea Behind Developing This Reflective Cycle

(Source: Sekarwinahyu et al. 2019)

When it comes to portraying the key ideas behind the development of the reflective analysis cycle of Gibbs, it can be said Graham Gibbs, a psychologist and sociologist, conducted a research study named “Learn by Doing.” However, this study is all about inspiring individuals for thinking systematically about the experiences that they passed through during a particular event, activity or situation. Be that as it may, the reflection cycle of Gibbs would help the individual learner in implementing the study “Learn by Doing effectively and successfully in their learning journey to add value to their personal as well as professional development activities (Arumugam et al. 2017). Notwithstanding that he developed a circular framework of reflective analysis that is structured in six different phases. On the other hand, this model is responsible for breaking down the experience of an individual with allowing them to reflect on the experiences that they come across in their professional learning journey. Be that as it may, according to Graham Gibbs, the inventor of this reflective analysis framework, through reflecting on the learning experience of an individual learner, it would allow them to perform better as it would be taking place along with adding value to it for the future development of the individual (Li et al. 2020).

On the other hand, without the reflection on own learning experience of an individual learner, it would be quite difficult improving for the next time. According to Gibbs, it is tough enough to develop new skill sets simply through experiencing the activity, event or situation and hence to progress and learn fully, this reflective analysis would be vital.  In addition to that from the reflective analysis and through implementing the reflective cycle, one can be capable of taking away the core concepts and understanding from the experience on top of that they can recognise what has gone well with evaluating the areas that could further be improved (E-portfolio, 2019). As the above diagram indicates, in this reflective analysis process, the reflection is going based on three different analytical questions which are what, so what and now what. However, what query is answered in the description stage through considering what has taken place. Then again, so what is answered through considering the significance of the incident, activity or situation with analysing the level of self-understanding based on that situation, incident or activity. Thereafter, now what is all about the action plan for future which involves gaining insights for planning the future learning requirements accordingly besides taking account into what can differently be done in future to improve the performance level (Sekarwinahyu et al. 2019).  To know more about gibbs life cycle your assignments, you can also take assistance from SourceEssay Essay typer Geelong

The Six Reflective Stages Associated With Gibb’s Model Of Reflective Analysis

(Source: Tanaka, Okamoto & Koide, 2018)

1 st stage: – Description:

The first stage of this reflective analysis model is a description which demands a brief description of the event or experience for setting the scene as well as giving the context. Additionally, learning procedure should be described in detail in this step whilst it is essential answering the certain question relating to what happened during the incident and the timing of the incident as well as the individuals involved in the incident or activity. Additionally, there are questions regarding the role played by the individual learner who has been reflecting on their experience in responding to the incident or activity or situation and the outcomes of the entire procedure (Emery & Chang, 2017).

2 nd stage: – Feelings:

Feelings are all about the thoughts associated with the experience. Therefore, in this specific step of the learning cycle, the individual learner is supposed to explain and analyze the feelings which they experienced during the incident. However, it is worth mentioning that they are not supposed to evaluate or judge their feeling rather should simply state the same. Be that as it may, this step involves question like the way, the individual ended up feeling before and during the process and what they experienced or felt after the incident or activity. Then again, they need to consider the feeling or experience that their coparticipants might have gone through as well as considering whether their view relating to the incident can be changed in future (Tawanwongsri& Phenwan, 2019).

3 rd stage: – Evaluation:

The third stage of reflective analysis is the evaluation stage in which the individual learner needs to evaluate the good or bad experience they came across during the process. However, in this phase, the experience must be evaluated objectively with determining what have gone well and what have not gone very well. Moreover, it is very crucial to evaluate as honestly as possible for getting the best out of this reflective process. In evaluation step, the things that have gone well and the things that have not gone very well would be prioritised on with considering if the issues got resolved and the reasons for which the situation has been resolved or has not been resolved (Markkanen et al. 2020). Additionally, the positive or negative contribution of own as well as others to the situation would also be evaluated in this step of reflective analysis. Be that as it may, the key success factors of the activity must be taken into deliberation for reaching a thorough evaluation of the incident.

4 th stage: – Analysis:

This step involves analysis for making sense of the incident or activity or situation. However, this specific phase of reflective analysis is all about measuring the areas that have gone good out of the experience leading to allowing the individual learner to repeat the success factors in future. It is highly essential for assessing the downfalls with analyzing the reasons behind the failure and learning from the same to perform better in future. Therefore, it ends up ensuring that the entire experience would fully be assessed and analysed. Moreover,individual learner needs to describe what they feel has hindered or facilitate the situation aiming at exploring the available options for them to handle successfully a similar incident again (Harerimana, 2018).  Therefore, this step would provide the individual learner with an excellent scope of conducting some research analysis into the academic tools and models that may help them.

5 th stage: – Conclusion:

This step involves drawing a conclusion relating the aspects, skills and understanding that the learner has gained from the situation and relating to the areas which they could have executed differently to reach a better outcome. Therefore, in this step, the individual learner requires to evaluate the overall process with asking what else they could have been performed for improving the situation. The question relating to the outcomes of the situation, the activities that could be avoided, the way this could be done differently for improving the experience and the way it would be better for the participants involved would be concluded with summarising the personal skills that would be enriched in future using the information that the learner has accumulated in their analysis (Oxenham, 2016).

6 th stage: – Action plan:

This stage involves the development of an action plan for the way the individual learner can handle similar incidents in future including the usual changes that they may find more effective. In this step, the reflector ends up planning based on their conclusion and considering how effective they are going to position themselves so that they can deal better with a similar incident next time. However, the reflector needs to take realistic actions besides developing the plan for bringing about improvement in their performance. Moreover, in this step, the learner needs to identify the particular actions they can take now for building on their skills and knowledge. Additionally, they may include any coaching or training which they feel can benefit them. Furthermore, the reflector requires to identify the essential support or information sources to add value to their future action in response to a similar situation (Sekarwinahyu, Rustaman & Widodo, 2019).

The Applications Of Gibb’s Reflective Model In Learning, Self-Assessment And Self-Development

Gibb’s reflective model can be applied in a range of various ways. However, the individual professionals, as well as learners, can use this reflective analysis cycle for bringing about positive changes in their performance, skill sets and understanding. Additionally, it can be applied to incorporate positive changes the way an individual would respond to a situation. Furthermore, this reflective cycle can also be used as a coaching and mentoring tool for making the coaches and mentees aware of their strengths, behaviour and weaknesses with identifying ways to help them add value to their understanding, performance and behaviour to deal with the situations successfully. In addition to that, the reflective cycle at times is utilised in higher studies, specifically during conducting the internship assignment, this cycle plays a vital role in providing an intern with an understanding of their actions. Notwithstanding that, this reflective framework is also used for helping people in making sense of the situations at the workplace so that they would be able to gain an understanding relating to what they might have done well and the areas that they still require to work on to deliver better performance in future.

The Benefits Of Gibb’s Reflective Model In Terms Of Doing An Effective And Useful Reflective Analysis

The potential benefit of Gibb’s reflective model is that it is responsible for offering a structured model which can easily relate to.

In addition to that, it can provide a viable initiation for the individuals that are suffering from ambiguity regarding where they can start from (Tanaka, Okamoto & Koide, 2018).

It allows a reflector to evaluate all the levels of a specific situation.

This reflective model can easily be understood and used by individual learners (Sekarwinahyu, Rustaman & Widodo, 2019).

Additionally, it would allow an individual to learn over time depending on the experiences they have gained.

Moreover, this reflective model provides an individual reflector with an accurate and balanced judgement.

The Criticisms About Gibb’s Cycle Of Reflective Analysis

When it comes to discussing the criticisms about Gibb’s cycle of reflective analysis, it can be said that it involves a reactive method instead of a proactive method which can help improve the skillsets of an individual.

Additionally, it might be a superficial model of reflection since there is no scope for critical thinking, evaluating the situation depending only upon the assumptions of the reflector.

Furthermore, this framework would not include any detailed probing query on top of that it is complex for several individuals to discuss freely their feelings. You can get ample information on criticism of Gibbs cycle from write my Essay in Gold Coast experts driven by SourceEssay .(Tanaka, Okamoto & Koide, 2018).

At the end of this essay, a conclusion about Gibb’s model of reflective analysis can be drawn that this framework of reflective analysis is responsible for offering people with a structure in order to examine the experiences. In addition to that, the cyclic nature of this reflective model continues lending itself specifically well for repeating the experiences, enabling an individual learner learning and planning from things which either have gone good or have not good enough. As mentioned previously in the discussion, the researcher and scholar Graham Gibbs tried to advocate the application of this reflective analysis model in the repeated situation yet the principles as well as stages equally apply well for the specific experiences as well. In addition to that in this process, the individual learner not only keeps on learning and adding value to the skills that they are good enough but also the skills that they are not efficient enough or have enough understanding about through putting together an effective and relevant action plan for addressing their weaknesses. However, it is one of the most renowned cyclic processes associated with reflective learning leading an individual learner through six different phases to help them explore their experiences.

Ahmed, A. M. (2020). From reluctance to addiction: the impact of reflective journals on Qatari undergraduate students’ learning.  Reflective Practice ,  21 (2), 251-270. Retrieved on 19 th January 2021 fromhttps://www.tandfonline.com/doi/abs/10.1080/14623943.2020.1735328

Ardian, P., Hariyati, R. T. S., & Afifah, E. (2019). Correlation between implementation case reflection discussion based on the Graham Gibbs Cycle and nurses’ critical thinking skills.  Enfermeria Clinica ,  29 , 588-593. Retrieved on 19 th January 2021 from https://www.sciencedirect.com/science/article/pii/S113086211930213X

Arumugam, B., Narayanan, V., Kathiravan, V., & Nagalingam, S. (2017). Reflective writing–how a medical student can reflect?.  Journal of Education Technology in Health Sciences ,  4 (2), 47-53. Retrieved on 19 th January 2021 from http://jeths.net/index.php/jeths/article/view/159

Constantinou, C. S., Andreou, P., Papageorgiou, A., & McCrorie, P. (2020). Critical Reflection on Own Beliefs for Cultural Competence in Medical Education: an Analysis of Tutors’ Reflective Narratives.  Qualitative Research in Education ,  9 (3), 273-299. Retrieved on 19 th January 2021 from https://www.hipatiapress.com/hpjournals/index.php/qre/article/view/5063

Crawley, H. J., & Hendry, C. (2018). WHAT is reflection? Retrieved on 19 th January 2021 fromhttps://www.researchgate.net/file.PostFileLoader.html?id=5848b086615e27bfe3723876&assetKey=AS%3A436825782263808%401481158790173

Dhaliwal, U., Singh, S., & Singh, N. (2018). Reflective student narratives: honing professionalism and empathy.  Indian J Med Ethics ,  3 , 9-15. Retrieved on 19 th January 2021 from https://pdfs.semanticscholar.org/5665/530978cdcbc50d23bd26a4ef6da8c50dd0ec.pdf

Dressler, R., Becker, S., Kawalilak, C., & Arthur, N. (2018). The cross-cultural reflective model for post-sojourn debriefing.  Reflective Practice ,  19 (4), 490-504. Retrieved on 19 th January 2021 from https://www.tandfonline.com/doi/abs/10.1080/14623943.2018.1530207

Emery, C., & Chang, J. (2017, July). Reflection in a new light: updating Gibbs’ reflective cycle on a foundation degree in healthcare sciences. In  HEA Conference, generation TEF . Retrieved on 19 th January 2021 from http://eprints.kingston.ac.uk/id/eprint/37952

E-portfolio, A. K. S. (2019). How does the Gibbs Reflective model integrate with Evidence based practice in veterinary medicine? Retrieved on 19 th January 2021 from https://amirakalloo.wordpress.com/2019/12/06/how-does-the-gibbs-reflective-model-integrate-with-evidence-based-practice-in-veterinary-medicine/

Harerimana, B. (2018). Reflective Practice for Professional Development Among Nursing Instructors.  Teaching Innovation Projects ,  8 (1). Retrieved on 19 th January 2021 from https://ojs.lib.uwo.ca/index.php/tips/article/view/6216

Li, Y., Chen, W., Liu, C., & Deng, M. (2020). Nurses’ Psychological Feelings About the Application of Gibbs Reflective Cycle of Adverse Events.  American Journal of Nursing ,  9 (2), 74-78. Retrieved on 19 th January 2021 from http://article.ajons.net/pdf/10.11648.j.ajns.20200902.17.pdf

Markkanen, P., Välimäki, M., Anttila, M., & Kuuskorpi, M. (2020). A reflective cycle: Understanding challenging situations in a school setting.  Educational Research ,  62 (1), 46-62. Retrieved on 19 th January 2021 from https://www.tandfonline.com/doi/abs/10.1080/00131881.2020.1711790

Oxenham, J. (2016). Complexities of management of a urostomy in Ehlers-Danlos syndrome: a reflective account.  British Journal of Nursing ,  25 (5), S14-S19. Retrieved on 19 th January 2021 from https://www.magonlinelibrary.com/doi/abs/10.12968/bjon.2016.25.5.S14

Pianpeng, T., & Koraneekij, P. (2016). Development of a Model of Reflection Using Video Based on Gibbs’s Cycle in Electronic Portfolio to Enhance Level of Reflective Thinking of Teacher Students.  International Journal of Social Science and Humanity ,  6 (1), 26. Retrieved on 19 th January 2021 fromhttp://www.ijssh.org/vol6/612-CH385.pdf

Sekarwinahyu, M., Rustaman, N. Y., Widodo, A., & Riandi, R. (2019, February). Development of problem based learning for online tutorial program in plant development using Gibbs’ reflective cycle and e-portfolio to enhance reflective thinking skills. In  Journal of Physics: Conference Series  (Vol. 1157, No. 2, p. 022099). IOP Publishing. Retrieved on 19 th January 2021 from https://iopscience.iop.org/article/10.1088/1742-6596/1157/2/022099/meta

Sekarwinahyu, M., Rustaman, N. Y., & Widodo, A. (2019, November). Problem-based learning skills and reflection skills of biology education students through the problem-based online tutorial. In  Journal of Physics: Conference Series  (Vol. 1280, No. 3, p. 032004). IOP Publishing. Retrieved on 19 th January 2021 from https://iopscience.iop.org/article/10.1088/1742-6596/1280/3/032004/meta

Tanaka, M., Okamoto, R., & Koide, K. (2018). Relationship between Reflective Practice Skills and Volume of Writing in a Reflective Journal.  Health ,  10 (3), 283-288. Retrieved on 19 th January 2021 from https://www.scirp.org/journal/paperinformation.aspx?paperid=83028

Tawanwongsri, W., & Phenwan, T. (2019). Reflective and feedback performances on Thai medical students’ patient history-taking skills.  BMC medical education ,  19 (1), 141. . Retrieved on 19 th January 2021 from https://link.springer.com/article/10.1186/s12909-019-1585-z

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A Complete Guide To Gibbs Reflective Cycle Nursing Australia

Elements of Gibbs Reflective Cycle

Stage 1: description, stage 2: feelings, stage 3: evaluation, stage 4: analysis, stage 5: conclusion, stage 6: action plan, what should be the word count of my gibbs reflection, here’s a gibbs reflective cycle example for easy understanding.

Gibbs Reflective Cycle model was developed by the American Psychologist and sociologist Graham Gibbs. He first introduced this model in his book "Learning by doing" in the year 1988. This reflective nursing cycle gives structure to learn from experiences. If you are a medical student and asked to write an assignment for Gibbs reflective Cycle nursing, you must have adequate knowledge about this.

Also, there could be issues faced while writing assignments for Gibbs reflective cycle nursing but don't worry because Sample Assignment, the best online assignment help in Australia is available to help you out. They are offering assistance towards completing assignments accurately. However, a student must know a few general details about the Gibbs Reflective Cycle Nursing. There are a total of six steps in the Gibbs Model of Reflection. Let's discuss all these steps in detail with our nursing assignment experts.

Gibbs's reflective cycle starts with the description and includes feelings, evaluation or assessment, analysis, conclusion and action plan. However, our nursing assignment experts have described each element of the Gibbs Reflective Cycle.

The description is the first stage of Gibbs Reflection, which discusses the situation, activity, and experience. You can ask the following questions to understand the situation clearly.

• How did this happen?
• What happened actually?
• Where did this happen?
• What did others do?
• What did you do?

The second stage is feelings which discuss the feelings experienced by the event. This stage also talks about the thoughts of an individual during the situation or incident. The only purpose behind knowing one's feelings is not to get a comment or detailed information on these. Always remember, you do not require to evaluate or judge emotions. The main purpose of this stage is to just get aware of a person's feelings. Here are a few lists of questions that can be asked to know a person's feelings:

• What did you observe when the situation takes place?
• Your experience during the situation
• Experience after the situation
• Current thinking about the event

It can be a difficult task to know the actual feelings of an individual. Thus, our experts offering assistance for mental health nursing reflection Gibbs say that you can also use perceptual position and empathic listening to identify the natural feelings.

This stage talks about the evaluation of Gibbs reflective model. Here, the students need to assess the methods worked and which didn't. You must imagine and analyse how things were when the incident took place, other people's reactions at the time of the incident, etc. The questions given below will help you in conducting the evaluation:

• Identify the positive thing about the event/ situation
• Analyse the positive and negative activity of the event
• The positive or negative contribution of the people

This step helps in identifying what lesson has been acquired from the situation, activity or event. Based on prior experience, you may be able to perform well in a similar situation. You can also include optimistic as well as bad things experienced from the situation and then analyse it.

This stage discusses the situation and thinks about what else could be done in the same problem. Gibbs reflective cycle says that the information gathered while concluding can be a great way to be a better person.

This is the last stage of the Gibbs Reflective Cycle which includes things that can be practised in the same situation if it takes place in future. It also eliminates the negative things which were experienced last time at the event. A well-structured action plan assists you to become more effective than before.

Also Read:  Clinical Reasoning Cycle Nursing Case Study Assessment Answers

The length of the reflection typically varies between 1000 to 1500 words but it also depends on the specific situation given by your supervisor. Nevertheless, you must treat each stage equally and ensure an optimum word count is maintained across your reflection.

You need to avoid both under-writing and overwriting so that the reflection produced is well-balanced and coherently structured. Given below is a general guide in the form of a table, which shows how much each section of the Gibbs reflective cycle should weigh: 

Given below is a short example that will help you understand what each section of the reflective cycle looks like.

• Description: On most weekends, my friends and I get together at my place and cook some good meals for dinner. Today, I decided to host the evening and cook for them. I also have set up a projector in the dining room where we all will have dinner while watching a movie.
• Feelings: I was confident earlier but as I entered the kitchen to start my preparations, I felt nervous as I had never cooked for so many people before. In fact, two of my friends have excellent cooking skills and I was not sure if I could produce elaborate meals like them. The sun had set and my excitement turned into nervousness. I received compliments from all my friends although I was in a dilemma that the food may not be as good as I wanted it to be.
• Evaluation: Their compliments on my effort and dinner created a positive environment and I felt relaxed and happy soon after. But on the other hand, the steak was undercooked and so I had to cook it for an additional fifteen minutes. Also, the nutella pancakes were slightly overcooked and by 8 pm, we had run out of wine!
• Analysis: I enjoyed cooking all the meals after a long time. On reflection, I realised I should take the help of a timer while cooking for a large group of people. This will help me obtain better results in similar situations in the future.
• Conclusion: In retrospect, I would make more efforts to do things differently. This situation made me realise that planning skills are fundamental to a successful event. With proper planning and a timer, I would have cooked way better food.
• Action Plan: In the future and whenever I host a similar evening, I will seek some advice from an experienced individual. I will also read good blogs and guides available on the internet. I can plan and organise things in a better way and feel confident and comfortable in the run up to the occasion.

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Incorporating Gibbs Reflective Cycle in a Group Setting

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