gibbs reflective cycle example teaching essay

Academic Support for Nursing Students

No notifications.

Gibbs Reflective Cycle Example

One of our expert writers has created this bespoke sample nursing reflective practice that shows the quality that is guaranteed with every nursing paper ordered. Secure your academic success and place an order today or view our services .

• Undergraduate 1st
• Undergraduate 2:1

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).

If you need assistance with writing your reflective practice, our professional Reflective Practice is here to help!

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.

Cite This Work

To export a reference to this article please select a referencing stye below:

Delivered on-time or your money back

Rated 4.5 / 5

Give yourself the academic edge today

Each order includes

• On-time delivery or your money back
• A fully qualified writer in your subject
• In-depth proofreading by our Quality Control Team
• 100% confidentiality, the work is never re-sold or published
• Standard 7-day amendment period
• A paper written to the standard ordered
• A detailed plagiarism report
• A comprehensive quality report

Our Press Coverage

• Schools & departments

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.
• Economies of Scale
• Business Plan for Beginners
• Business Plan Basics
• How to write a Business Plan
• Cash Flow Calculation
• Raising Funds for a Business
• 4 C’s of Credit
• Business Plan Templates
• Customer Insight
• Customer Experience
• Customer Pain Points
• 4C Marketing Model
• RATER Model
• Augmented Product
• Product Mix
• Unique Selling Proposition
• DAGMAR Model
• Marketing Storytelling
• Content Marketing
• Psychographics
• Barnum Effect
• Market Segmentation
• Market Research & Big Data
• Marketing to Generation Z
• 4P Marketing Mix
• 7P Marketing Mix
• Sales Funnel
• Loyalty Ladder
• RACE Planning
• Push and Pull Marketing
• Marketing Strategy
• Marketing Templates
• Starting your own business
• From Startup to a Business
• Entrepreneur FAQs
• Start your Business Idea
• Entrepreneur Golden Rules
• Innovate or Imitate?
• Design Thinking
• SCAMPER Model
• AAR Process
• Work From Home
• Growth strategies for Startups
• VMOST Analysis
• 3P Framework
• SOAR Analysis
• TELOS Analysis
• 5 C’s of Entrepreneurship
• Crowdfunding
• BATNA & ZOPA Negotiation
• Entrepreneur with no Money
• Entrepreneurship Templates
• Strategy vs Tactics
• Mission and Vision
• Business Values
• Value Chain
• Scenario Planning
• Porter 6 Forces
• Bowman’s Strategy Clock
• GE-McKinsey Matrix
• Delta Model
• PEST Analysis
• PESTEL Analysis
• SWOT Analysis
• VRIO Framework
• Strategy Canvas
• Competitive Advantages
• Porter’s Four Corners
• 5 Ps of Strategy
• Porter’s Generic Strategies
• Porter’s Diamond Model
• Wardley Map
• Core Competencies
• Resource Based View
• Bridges Transition Model
• CAGE Distance Framework
• McKinsey’s 3 Horizons
• Vertical Integration
• Horizontal Integration
• Blue Ocean Strategy
• Red Ocean Strategy
• Porter 5 Forces
• Ansoff Matrix
• McKinsey 7S Framework
• CATWOE Analysis
• Strategy Pyramid
• Bain’s RAPID Framework
• Balanced Scorecard
• Resources and Capabilities
• Strategy of Apple
• Strategy of Amazon
• Strategy of Starbucks
• Strategy Templates
• Communicate Effectively
• COIN Conversation Model
• SCARF Model
• SBI Feedback Model
• CEDAR Feedback Model
• How to behave at a meeting
• Gibbs’ Reflective Cycle
• Bloom’s Taxonomy
• 5E Learning Model
• 9-Box Performance Grid
• SEEDS Bias Model
• Halo Effect
• Pygmalion Rosenthal Effect
• Dunning-Kruger Effect
• How to be an Entrepreneur
• How to be a Leader
• Mintzberg Managerial Roles
• Cog’s Ladder
• The Peter Principle
• How to Negotiate
• Teamwork Skills and Profiles
• Gantt Chart
• RACI Matrix
• Eisenhower Matrix
• MoSCoW Method
• FMEA Process
• Problem Solving
• Ishikawa Fishbone diagram
• 5 Whys Method
• 8 Disciplines Method
• ADDIE Model
• ORAPAPA Method
• Cynefin Framework
• Just In Time
• SMART Goals
• KISS Principle
• Birkinshaw’s 4 Dimensions
• Parkinson’s Law
• OGSM Framework
• OKR Methodology
• APQP Framework
• Theory of Constraints
• Success through Organization
• ADKAR Model
• Lewin’s Change Model
• Kotter’s 8-Step Model
• The Greiner Curve
• GAP Analysis
• Planning Templates
• Mean, Median and Mode
• Define your Data
• Pareto Principle 80/20 Rule
• Decision Matrix
• Decision Tree
• TARA Framework
• Root Cause Analysis
• Simplex Process
• Forecasting Methods
• Product Life Cycle
• How to use Google Trends
• Correlation vs Causation

© 2024 - Consuunt .

We're not around right now. But you can send us an email and we'll get back to you, asap.

Log in with your credentials

Forgot your details.

Reflective writing: Gibbs

• What is reflection? Why do it?
• What does reflection involve?
• Reflective questioning
• Reflective writing for academic assessment
• Types of reflective assignments
• Differences between discursive and reflective writing
• Sources of evidence for reflective writing assignments
• Linking theory to experience
• Reflective essays
• Portfolios and learning journals, logs and diaries
• Examples of reflective writing
• Video summary
• Bibliography

On this page: ​​

Gibbs' framework “emphasises the importance of being able to generalise, to transfer knowledge and insights gained from one situation to another ” Williams et al., Reflective Writing

Gibbs' Reflective Cycle

Similar to Kolb's Learning Cycle , Gibbs (1988) Reflective Cycle also provides a structure for a reflective essay.

The structure of a piece of reflective writing, whether it be an essay or learning log entry, might consist of six components or paragraphs that follow Gibb’s cycle:

Model of Gibbs' Reflective Cycle

Criticism of this framework

Don't let it put you off using Gibbs' Reflective Cycle, but do take into account that there has been some criticism about it's lack of depth. For example, the Open University suggest the following:

Despite the further breakdown, it can be argued that this model could still result in fairly superficial reflection as it doesn’t refer to critical thinking/analysis or reflection. It doesn’t take into consideration assumptions that you may hold about the experience, the need to look objectively at different perspectives, and there doesn’t seem to be an explicit suggestion that the learning will result in a change of assumptions, perspectives or practice. You could legitimately respond to the question ‘What would you do next time?’ by answering that you would do the same, but does that constitute deep level reflection?

Open University (2014) in  OpenLearn

The Reflective Cycle has six distinctive stages, leading from a description of the event/experience through to conclusions and consideration for future events.

• << Previous: Kolb
• Next: Schön >>
• Last Updated: Jan 19, 2024 10:56 AM
• URL: https://libguides.hull.ac.uk/reflectivewriting
• Login to LibApps
• Library websites Privacy Policy
• University of Hull privacy policy & cookies
• Website terms and conditions
• Accessibility
• Report a problem

Gibbs Reflective Cycle - 6 Stage Model Comprehensive Guide

Reflective practice involves engaging in a thoughtful examination of your actions, feelings, and responses to experiences. This process enhances self-awareness and promotes continuous personal and professional growth. Reflective practice encourages critical thinking, improving decision-making and problem-solving abilities. Here’s a comprehensive guide to the Gibbs reflective cycle and how you can use it for personal and professional reflection and development.

What is the Gibbs Reflective Cycle?

Professor Graham Gibbs introduced this model in his 1988 book, ‘Learning by Doing: A Guide to Teaching and Learning Methods.' The Gibbs Reflective Cycle provides a systematic method for reflecting on experiences and drawing valuable lessons. It comprises six stages: Description, Feelings, Evaluation, Analysis, Conclusion, and Action Plan, giving individuals a structured approach to reflect, analyze, and learn from their past experiences. Each stage aims to delve deeply into different aspects of an experience, from the initial description to devising actionable strategies based on the reflection.

The Six Stages of Gibbs’ Reflective Cycle

The Gibbs Reflective Cycle provides a step-by-step, structured approach to reflective practice, ensuring valuable lessons are drawn from past experiences. Reflecting through the six stages—Description, Feelings, Evaluation, Analysis, Conclusion, and Action Plan—facilitates personal and professional growth.

• Ready to use
• Fully customizable template
• Get Started in seconds

1. Description: The First Step in Reflection

The description stage is crucial as it sets the foundation for the entire reflective process. Here, the focus is on objectively recounting the experience without any judgments or analysis. Key questions to ask include:

What happened?

When and where did it happen?

Who was involved?

What was the outcome?

This step ensures a clear, unbiased account of the event, making it easier to delve deeper into the following stages.

2. Feelings: Dive into Your Emotional Response

The feelings stage allows you to explore your emotional reactions to the experience. Consider both your initial and subsequent emotional responses, as well as those of others involved. Reflect on:

What were your thoughts during the event?

How did you feel before, during, and after the event?

How might others have felt?

Acknowledging these emotions provides a deeper understanding of your responses and helps maintain emotional awareness in similar future scenarios.

3. Evaluation: Objectively Assessing the Situation

During the evaluation stage, objectively analyze the positives and negatives of the experience. Useful questions include:

What went well during the experience?

What did not go well?

What was your role, and how did you contribute?

This stage encourages a balanced view, acknowledging both achievements and areas needing improvement.

4. Analysis: Delving Deeper into the Experience

The analysis stage involves understanding why things happened the way they did. It requires connecting theories or professional knowledge to the event. Key questions and activities include:

Why did the outcomes occur as they did?

What influenced the positive and negative aspects?

Refer to relevant academic literature or other resources to gain deeper insight.

This comprehensive analysis helps identify the underlying factors affecting the experience, fostering a deeper understanding.

5. Conclusion: Drawing Learnings from Your Experience

In the Conclusion stage, summarize the lessons learned from the experience. Reflect on:

What did you learn about yourself?

What skills or knowledge did you gain?

What could have been done differently?

This stage is about crystallizing the insights gleaned from the previous stages, preparing you for future situations.

6. Action Plan: Preparing for Future Application

The final stage is the action plan , where you outline specific steps and strategies for applying what you’ve learned to future scenarios. Consider the following:

What will you do differently next time?

How will you develop the skills you need?

What preventive strategies can you implement to avoid past mistakes?

You can use an action plan template to develop an action plan during this stage.

By methodically tracing through these six stages, the Gibbs Reflective Cycle ensures a thorough and productive reflective practice process, applicable across various industries such as healthcare, education, and business.

Application of Gibbs' Reflective Cycle in Real-World Scenarios

Gibbs Reflective Cycle offers a structured approach to reflection, which can be immensely beneficial across various professions. By evaluating past experiences, professionals can derive actionable insights and foster continuous improvement. Below, we explore the application of the Gibbs Reflective Cycle in healthcare, education, and business sectors to showcase its versatility and effectiveness.

Healthcare professionals deal with a myriad of challenging situations on a daily basis. Reflecting on these experiences using the Gibbs Reflective Cycle can enhance patient care and professional development. For instance, a nurse could use the cycle to reflect on a case where a patient’s condition deteriorated unexpectedly.

Teachers can also benefit from integrating the Gibbs Reflective Cycle into their practice. For example, reflecting on a challenging classroom experience can help improve teaching strategies.

HR professionals can usethe Gibbs Reflective Cycle to enhance their training and development programs. Consider an HR manager reflecting on a recently conducted leadership development workshop.

By applying this reflective process, HR professionals can continuously refine their training and development initiatives, ensuring they meet the evolving needs of employees and align with organizational goals.

Integrating visual tools like Creately can further enhance the application of the Gibbs Reflective Cycle. Using collaborative mind maps can make the reflection process more organized and effective.

Embracing Gibbs Cycle in Your Organization

Integrating reflective practices.

Integrating the Gibbs reflective cycle into your organization can enhance team development and organizational growth. By encouraging employees to use this cycle, you foster a culture of continuous improvement and learning. Start by providing training sessions that explain the six stages: Description, Feelings, Evaluation, Analysis, Conclusion, and Action Plan. Use tools like Creately’s visual workspace to create templates and diagrams that aid in understanding and implementing each stage. Regularly scheduled reflection meetings can also help reinforce the practice.

Benefits for Team Development

The Gibbs reflective cycle offers numerous benefits for team development. Firstly, it encourages a structured approach to critical thinking and problem-solving. Teams can systematically analyze their actions and decisions, leading to more informed and effective outcomes. Additionally, it promotes open communication and emotional intelligence as team members share their feelings and thoughts about various experiences.

Fostering Continuous Learning

Creating a culture of reflective practice with Gibbs reflective cycle helps in fostering continuous learning within your organization. This model not only improves personal and professional growth by systematically analyzing past events but also assists in identifying areas for improvement.

Teams that regularly reflect on their experiences are more likely to adapt and evolve, maintaining a competitive edge in their industry. The structured approach guarantees that valuable lessons are captured and utilized to enhance future performance.

Incorporating the Gibbs reflective cycle into your organization offers a structured and disciplined method for analyzing past experiences, planning future actions, and fostering a culture of continuous learning and improvement.

What is the Difference Between Kolb’s and Gibbs' Reflective Cycle?

Overview of kolb’s reflective cycle.

Kolb’s Reflective Cycle, conceptualized by David Kolb in 1984, emphasizes experiential learning and follows a four-stage model: Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation. The cycle advocates that learning through experience is a continuous process where immediate or concrete experiences provide the basis for observations and reflections. Through this reflection, individuals can conceptualize new ideas and apply them in future situations, thus perpetuating a cycle of learning and growth.

Comparing Kolb and Gibbs Reflective Cycle

While both Kolb’s and Gibbs' reflective cycles are rooted in reflective practice and aim to leverage experiences for learning, they differ in their approaches and applications:

Stage Differences: Kolb’s model comprises four stages, whereas Gibbs' model includes six detailed stages: Description, Feelings, Evaluation, Analysis, Conclusion, and Action Plan. Gibbs' structure provides a more granular approach to reflection.

Focus: Kolb emphasizes the experiential learning process, fostering continuous improvement based on hands-on experiences. In contrast, Gibbs offers a more structured reflection, ideal for critical analysis and deriving actionable insights.

Applicability: Kolb’s model is widely used in academic settings and training environments to promote hands-on learning. Gibbs' framework is versatile across sectors like healthcare, education, and corporate environments, providing a robust structure for in-depth reflection.

When to Use Each Model

Choosing between Kolb’s and Gibbs' reflective cycles depends on the context and objectives of the reflective practice:

If the goal is to integrate experiences with theoretical concepts and enhance hands-on skills, Kolb’s Reflective Cycle is preferable. It works well in educational and training settings where experiential learning is crucial.

For a more detailed, structured reflection that dissects emotional and cognitive responses, making it suitable for professional development and complex problem-solving scenarios, Gibbs' Reflective Cycle is the better choice.

Gibbs Reflective Cycle Pros and Cons

Advantages of gibbs reflective cycle.

The Gibbs Reflective Cycle offers numerous advantages that make it an invaluable tool for personal and professional growth:

Structured Framework: The clear, step-by-step process helps individuals systematically reflect on their experiences, ensuring no crucial aspect is overlooked.

Versatility: This model is adaptable across various fields, including healthcare, education, and business, making it a go-to framework for diverse professionals.

Emotional Resilience: By facilitating the exploration of both positive and negative emotions, the Gibbs Reflective Cycle enhances emotional intelligence and resilience.

Actionable Insights: It aids in deriving concrete action plans from reflections, leading to continual improvements in practices and behaviors.

Development of Critical Thinking: The focus on analysis and evaluation promotes critical thinking skills and encourages deeper insights.

Enhanced Communication: Reflective practice using this model can improve interpersonal communication by fostering empathy and better self-awareness.

Limitations and Challenges

Despite its advantages, the Gibbs Reflective Cycle is not without its limitations:

Time-Consuming: Conducting a thorough reflection process can be time-intensive, which may pose a challenge for busy professionals.

Requires Honest Self-Assessment: Effective reflection necessitates a high degree of honesty and self-awareness, which can be difficult to achieve without external feedback.

Limited External Input: The cycle primarily relies on self-assessment, potentially overlooking external perspectives that could provide additional insights.

Necessitates Self-Motivation: Individuals must remain self-motivated and disciplined to consistently engage in reflective practice.

Potential for Over-Analysis: There is a risk of over-analyzing situations, leading to unnecessary complexity and stress.

Tips to Use the Gibbs Reflective Cycle Effectively

To harness the full potential of the Gibbs Reflective Cycle while mitigating its challenges, consider these strategies:

Set Aside Dedicated Time: Allocate specific times for reflection to ensure it becomes a regular part of your routine rather than an afterthought.

Seek External Feedback: Complement your reflections with external input from mentors, peers, or supervisors to gain a well-rounded view of your experiences.

Utilize Digital Tools: Platforms like Creately offer visual tools that can help map out each stage of the Gibbs Reflective Cycle, making the process more organized and engaging.

Maintain a Reflection Journal: Document your reflections regularly, which can help track your progress and identify recurring patterns or areas for improvement.

Break Down the Cycle: Instead of attempting the entire cycle in one sitting, break it down into manageable parts to avoid overwhelming yourself.

By implementing these strategies, you can maximize the benefits of the Gibbs Reflective Cycle while navigating its inherent challenges, ultimately fostering a more reflective and growth-oriented mindset.

The Value of Reflective Practice

Reflective practice is an essential component of both personal and professional development. By systematically analyzing past experiences, individuals can derive valuable insights, make informed decisions, and foster continuous improvement. Adopting structured reflection models like the Gibbs Reflective Cycle enables a disciplined approach that enhances learning and growth.

The Gibbs Reflective Cycle plays a key role in transforming everyday experiences into opportunities for self-improvement. It encourages users to dissect their experiences through a structured six-stage process, leading to actionable insights and concrete plans for the future. Whether you are a student, educator, healthcare professional, or business strategist, implementing the Gibbs Reflective Cycle can significantly improve your reflective practice.

Adopting this cycle in an organizational setting can also promote a culture of continuous learning and development. Tools like Creately’s visual workspace can be particularly beneficial in this context. Creately offers templates to navigate each stage of the Gibbs Reflective Cycle comprehensively, from Description to Action Plan, making the reflection process more visual and organized.

Ultimately, embracing the principles of the Gibbs Reflective Cycle can lead to enriched personal growth, enhanced professional effectiveness, and a robust framework for lifelong learning. By cultivating reflective practices using structured models, individuals and organizations can unlock their full potential and achieve more informed and thoughtful outcomes in their respective fields.

Join over thousands of organizations that use Creately to brainstorm, plan, analyze, and execute their projects successfully.

More Related Articles

Hansani has a background in journalism and marketing communications. She loves reading and writing about tech innovations. She enjoys writing poetry, travelling and photography.

Gibbs Reflective Cycle – A Practical Guide

• Matthew Channell
• November 14, 2023

Explore This Post

Home » The TSW Blog » Leadership and Management » Gibbs Reflective Cycle – A Practical Guide

Understanding and leveraging the Gibbs Reflective Cycle is crucial in the quest to become an impactful leader. 

This powerful tool offers a structured approach to personal and professional growth through reflective practice, enabling leaders to transform experiences into valuable lessons and future outcomes.

In this article, you will learn about :

• The six pivotal stages of Gibbs Reflective Cycle and their significance.
• Practical applications of the Gibbs model in various situations and scenarios.
• How to integrate reflective practice into your leadership style for continuous improvement.
• BONUS: You can download a Gibbs Reflective Cycle Template for free

What is the Gibbs Reflective Cycle?

Gibbs’ Reflective Cycle is more than just a theoretical model (which is why we like it); it’s a practical tool that empowers leaders and professionals to turn their experiences into actionable insights.

Developed by Professor Graham Gibbs, the reflective cycle comprises six stages that you can use to guide you through a structured process of reflection.

By engaging with each stage — Description, Feelings, Evaluation, Analysis, Conclusion, and Action Plan — you’ll gain a deeper understanding of your experiences, enhancing your leadership skills, decision-making ability, and emotional intelligence .

This cycle encourages a review of events and a critical analysis of emotions and reactions, providing a comprehensive framework for self-improvement and personal and professional growth.

Embrace Gibbs’ Reflective Cycle to refine your leadership approach, learn from your experiences, and foster a culture of continuous improvement within your team.

Professor Graham Gibbs: The Mind Behind the Reflective Cycle

Professor Graham Gibbs, an esteemed American psychologist and sociologist, is famous for his significant influence on teaching, learning methods, and assessment.

His pioneering work in 1988, the book ‘ Learning by Doing: A Guide to Teaching and Learning Methods ,’ revolutionised teaching methods in education. In this work, Gibbs’ theory of reflection stresses the vital role of hands-on experience and active experimentation in learning.

Collaborating with Bob Farmer and Diana Eastcott, Gibbs pointed to the critical nature of reflection in the learning journey. And, with that, he offers the reflective cycle, an innovative tool that can deepen understanding and enhance skill development through introspection.

Embracing this model and its six stages can be transformative, enabling learners and leaders alike to evolve continuously from their experiences.

What are the six stages of Gibbs’ reflective cycle?

The stages of the Gibbs cycle are:

• Description
• Action plan

Gibbs Reflective Cycle Diagram

Gibbs Reflective Cycle 1988

Gibbs Reflective Model Stages: In-Detail

Let’s look at each stage of the reflective model and explore some examples of the Gibbs model of reflection in action.

#1. Description: Your First Step in Reflection

As you begin with Gibbs’ Reflective Cycle, the Description stage is where you set the stage for insightful reflection. It involves describing the situation exactly as it occurred without adding interpretations or emotional responses.

Here’s what you need to do:

• Context : Identify where and when your event took place. Was it during a meeting, a project, or a casual interaction?
• Participants : List who was involved. Consider everyone who played a part, no matter how small.
• Sequence of Events : Detail what happened in the order it occurred. Think of it as narrating a story, just the facts.
• Purpose : Reflect on the reason behind the event. What was the goal or intention at that time?
• Outcome : Conclude with what resulted from the situation. What was the end result?

Remember, at this stage of the reflective process, you focus on painting a clear and accurate picture of the event, free from personal interpretation or emotional bias.

A Description Stage Example

Imagine you’re reflecting on a critical team meeting you had for a new project launch.

• Start by detailing the setting: a conference room on a Tuesday morning.
• Describe the agenda: discussing project roles, timelines, and deliverables.
• List the participants: project manager, team leads, and marketing representatives.
• Recount the key discussions: assigning tasks, setting deadlines, and addressing concerns about resource allocation.
• Conclude with the meeting’s outcome: decisions made, action items assigned, and any unresolved issues.

This detailed, objective description sets the stage for a deeper, more insightful reflection in the following stages.”

#2. Feelings: Dive into Your Emotional Response

In this stage, you’ll explore the emotional aspect of your experience, which will call for some self-reflection and self-awareness . Here’s what to focus on:

• Initial Emotions : Think back to the moment of the event. What emotions were you experiencing? Try to recall your first gut reaction.
• Subsequent Feelings : After the event, how did your emotions shift? Reflect on any changes in your feelings as time passed.
• Impact on Others : Now, put yourself in the shoes of others involved. How might they have felt? Observe any reactions or feedback you noticed.

A Feelings Stage Example

Consider a scenario where you were part of a heated project meeting.

Initially, you might have felt defensive when your ideas were questioned. Your heart raced, and you were quick to justify your stance.

However, after the meeting, as you reflect, you start to see the situation differently. You realise that your colleagues’ challenges aimed to refine the project, not discredit your contributions.

This shift from defensiveness to understanding illustrates the importance of acknowledging and reflecting on your emotional journey in the Feelings stage of the cycle.

#3. Evaluation: Objectively Assessing the Situation

This stage is all about objectively evaluating the experience. Let’s break it down:

• Positives and Negatives : Reflect on the event. What aspects went well, and which didn’t? Try to be as unbiased as possible in your assessment.
• Overall Experience : Consider the experience as a whole. Was it generally positive or negative, and why do you feel that way?
• Your Role : Think critically about your own actions. How did what you did contribute to both the successes and challenges of the situation?

An Evaluation Stage Example

Imagine you’ve completed a project successfully, meeting all key deliverables and client expectations. However, during your reflection, you notice areas for improvement.

While the end result was commendable, the journey there revealed some communication gaps. Team updates were not always timely, leading to confusion and last-minute rushes.

This evaluation highlights a successful project outcome and underscores the need for better communication strategies to streamline future projects and reduce unnecessary stress.

#4. Analysis: Delving Deeper into the Experience

Now, it’s time to analyse the event more deeply. Focus on understanding the ‘why’ and ‘how’:

• Reasons Behind Outcomes : Reflect on why things turned out the way they did. What were the driving factors behind the positive or negative outcomes?
• Theoretical Connections : Can you link any theories or models to your experience? This can provide a deeper insight into your actions and their consequences.
• Alternate Scenarios : Imagine different actions you could have taken. How might these have changed the outcome?

An Analysis Stage Example

Let’s say you experienced a team conflict over project priorities.

In analysing this situation, you apply communication theories like the Transactional Model, which emphasises the dynamic nature of communication and feedback loops.

You realise that the conflict stemmed from different interpretations of project goals.

Reflecting on this, you consider alternative strategies, such as using a structured decision-making framework in future meetings to align everyone’s understanding and expectations.

This analysis helps you see how applying theoretical models and considering other approaches could have mitigated the conflict, providing valuable insights for managing similar situations in the future.

#5. Conclusion: Drawing Learnings from Your Experience

At this juncture, you’ll derive valuable lessons from the entire process. Your conclusion will help you consolidate what you’ve learned from the experience and develop strategies to apply in future situations.

Here’s how to approach your conclusion:

• Key Learnings : Reflect on what you’ve learned from this experience. What insights have you gained about yourself, others, or the situation?
• Possible Improvements : Think about what could have been done differently. Identify any missed opportunities or areas for personal growth.
• Skills for the Future : Consider what skills or knowledge could help you handle similar situations better in the future.

A Conclusion Stage Example

Imagine reflecting on a project that experienced significant delays.

Upon concluding your reflection, you recognise that these delays were largely due to last-minute changes and unclear task delegations.

You conclude that implementing a more robust project timeline and clear communication channels for change requests could significantly improve efficiency.

Additionally, you identify the need for regular team check-ins to ensure everyone is on track and that any potential delays are addressed promptly.

This conclusion highlights specific areas for improvement and sets a clear direction for enhancing project management strategies in future endeavours.

#6. Action Plan: Preparing for Future Application

In this final stage, you’ll create a plan for future situations. Let’s take a look at how you can do this:

• Implementing Changes : Based on your reflections, what specific actions will you take next time? Outline clear steps you plan to implement.
• Preventive Strategies : Consider how you can prevent negative outcomes in similar future scenarios. What practices or strategies will you adopt?
• Applying Insights : Consider using the insights gained to benefit your future experiences and leadership approach.

An Action Plan Example

Suppose you’re reflecting on a recent misunderstanding within your team due to unclear project guidelines. To prevent such issues in the future, you decide to create a detailed action plan.

First, you plan to develop a comprehensive communication protocol that clearly documents project guidelines and roles.

Second, you will implement bi-weekly check-ins with the team to ensure clarity and address any early concerns.

Finally, you commit to attend a workshop on effective communication to improve your skills . This action plan addresses the immediate issue and focuses on long-term improvements in team dynamics and your personal development.

Taking Action

The point of all this reflection is to use your reflective observations to learn and implement change. So, when creating your plan, it’s important to be systematic and practical.

Here are some tips on nailing your action plan:

• Document Your Plan: Select a medium that works best for you, whether it’s a digital tool like a project management app, a journal, or a simple notepad. The key is to use something you’re comfortable with and will regularly check.
• Set SMART Goals: Your action plan should include SMART goals – Specific, Measurable, Achievable, Relevant, and Time-bound. This framework ensures your goals are clear and attainable within a specific timeframe.
• Write Detailed Steps: Break down each goal into smaller, actionable steps. This makes your plan more manageable and easier to follow.
• Review and Adjust: Regularly review your action plan. Be open to making adjustments as needed, especially if circumstances change or if certain strategies aren’t working as expected. It’s called a reflective ‘cycle’ for good reason!
• Accountability: Consider sharing your plan with a mentor, colleague, or friend who can provide support and hold you accountable.

By following these steps, you can create a detailed and effective action plan that reflects your learnings and sets a clear path for future growth and improvement.

BONUS: Gibbs Reflective Cycle Template

We have just the thing if you’re looking for a simple template to use when recording your reflections.

As well as giving you a place to record your reflections, we have included some example questions (for each stage) to give you a nudge in the right direction. You can always come up with some helpful questions of your own.

Click here to download our Gibbs reflective model template.

How can leaders use the Gibbs Model of Reflection?

Reflective practice is a powerful tool for leaders, offering an opportunity to grow from every experience. By critically analysing their actions and decisions, leaders can uncover valuable insights that drive personal and professional development.

In fact,  Studies in Korea have found that using critical thinking and reflection improves communication and confidence at work . By using Gibbs’ reflective cycle to learn from experience and develop your skills

Team Benefits from Reflective Leaders

Great leaders can encourage team members by demonstrating they can reflect on their own actions. In doing so, they can acknowledge where they make mistakes and turn a negative situation into a positive one .

Professional Benefits from Reflective Practice

Reflecting on your leadership style and identifying the skills you need to grow will almost certainly enhance your personal development and help you contribute to a successful business.

Become a better leader by using critical reflection regularly. Use it to focus on your own actions and seek feedback from others in your team, too.

Reflective practice solves immediate problems and contributes to long-term growth and your team’s overall success. It’s a win-win!

Gibbs Reflective Cycle Pros and Cons

As with any model, Gibbs’ reflective cycle has several advantages and disadvantages.

Advantages:

• Versatility : Gibbs’ cycle is adaptable to various professions and industries, making it a universally applicable tool.
• User-Friendly : The structured, step-by-step approach is straightforward and easy for anyone to follow.
• Flexible Timing : It allows for reflection at your own pace, fitting into various schedules and time constraints.

Disadvantages:

• Limited External Input : The model primarily focuses on personal reflection and may overlook the value of external feedback and perspectives.
• Self-Motivation Required : It demands a high degree of self-discipline and motivation to engage thoroughly in the process.
• Self-Evaluation Challenge : Providing honest and constructive feedback to oneself can be challenging and might require developing specific skills in self-assessment .

While its advantages include versatility, ease of use, and flexibility, the model also presents challenges like the need for self-motivation and limited external input.

Despite the negative aspects and limitations, the Reflective Cycle offers you a structured and effective approach to personal and professional growth and team development.

In fact, if you combine it with other (actionable) models and tools, such as the Blake Mouton grid and self-awareness tests/assessments, you will gain a more holistic view of situations you encounter. As a result, you’ll stand out as a leader who is self-aware, reflective and committed to growth.

Take our free emotional intelligence test today and get a detailed report with targeted tips and techniques to skyrocket your EQ.

Develop Yourself

Similar articles....

How Often Do Day (and Night) Staff Require Fire Training? – Quick Answer

Self-Regulation: How To Develop It & Become A Better Leader

The Importance Of Self-Awareness In Emotional Intelligence

How To Deal With Passive-Aggressive People At Work

Empathy – Why Is It Important In Leadership?

Positive Intelligence: How To Overcome Your Self-Sabotaging

Gibbs Reflective Cycle

Gibbs’ Reflective Cycle is one of the most well known cyclical models used in professional reflective practice . 

It guides practitioners through an experience in six stages: description, feelings, evaluation, analysis, conclusion, and action plan. 

Gibbs Reflective Cycle was originally developed for use in higher education as a way for teachers and learners to link theoretical learning to experiential practice to reinforce the knowledge they have acquired through the use of real-world examples. It has numerous applications, but it is predominantly used in the fields of teaching and health and social care. As Gibbs’ argues:

It is not sufficient simply to have an experience in order to learn. Without reflecting upon this experience it may quickly be forgotten or its learning potential lost. It is from the feelings and thoughts emerging from this reflection that generalisations or concepts can be generated. And it is generalisations which enable new situations to be tackled effectively….It is not enough just to do, and neither is it enough just to think. Nor is it enough simply to do and think. Learning from experience must involve links between the doing and the thinking.

In this article, we will be discussing this cycle, its pros and cons, along with a worked example of its use in practice and some alternatives to the Gibbs Reflective Cycle.

Table of Contents

About Graham Gibbs

The reputation for excellent teaching at Oxford Brookes University is in large part due to the work done by Professor Graham Gibbs. He was Head of the Center for Staff and Learning Development and later Director of the Oxford Learning Institute at Oxford University, where he helped many students develop strong fundamentals that would help them to succeed beyond academia.

Graham’s career has been dedicated to improving university teaching and student learning. He founded the International Consortium for Educational Development in Higher Education and the Improving Student Learning Symposium while also receiving Honorary Doctorates from Sheffield Hallam University and the University of Utrecht.

He retired in 2007 after a long and distinguished career.

Gibbs’ Model Of Reflection

The purpose of Gibbs’ Model of Reflection is to provide a structured approach to self-reflection or ‘structured debriefings’ as Gibbs himself describes them. He argues that problems relating to discussions following an experience include:

– they often lurch from superficial descriptions of what happened to premature conclusions about what to do next, without adequate reflection or analysis; – if the experience has been especially powerful then discussion may never get further than a description of what happened or of the feelings associated with the experience; – if description and feelings are not dealt with adequately, learners may return to these at a later stage when they should be considering implications and action plans.

These issues may be avoided if a structured approach is used because there is less likelihood of deviation that could inhibit the learning experience. Gibbs proposed the following cyclical process for reflective practice:

Stage 1: Description

The first stage involves making a factual account of what happened during the experience. This should be an objective description and we should try to avoid recording thoughts and feelings or performing analysis as this will come later. Some things to consider at this stage include:

• When and where did the experience happen?
• Is there any relevant background information that influenced the experience?
• Who was present?
• What happened?
• What did each person do?

Stage 2: Feelings

In stage 2, we should record the feelings and emotions of ourselves and others. Again, we should not try to carry out any analysis yet, simply make a truthful account of how we felt at each stage of the experience. Questions to consider include:

• How did I feel prior to the experience?
• How did I feel during the experience?
• How did I feel after the experience?
• What were the feelings of other people that were involved?

Stage 3: Evaluation

Here, we make value judgments about the positive and negative aspects of the experience. Our evaluations should be as objective as possible. Questions to ask include:

• What went well?
• What did not go well?
• What was positive/negative about the experience?
• Were my contributions positive/negative?
• Were the contributions of others positive/negative?

Stage 4: Analysis

In the fourth stage, we critically analyse the experience using the information that we collated in the previous section along with knowledge from other sources, such as theory, research, standards and the perspectives of others. By bringing all the information together, we can begin to make sense of the experience. Questions you may ask include:

• Why was the experience positive?
• Why was the experience negative?
• Did the perspectives of others align with your own? If not, why not?
• Which literature is relevant to the experience?
• How did the experience align with the theory?
• How did the experience align with standards?

Stage 5: Conclusions

Gibbs splits this stage into general conclusions and specific conclusions.

General conclusions are broad deductions that can be derived from the experience. Specific conclusions relate to our own personal experiences, practice and development. Examples of questions that may be asked at this stage include:

• What have I learned from this experience?
• How might I have performed better?
• What would I do differently if a similar situation occurred in the future?
• What learning and development opportunities may strengthen this area of my practice?

Stage 6: Action Plan

Finally, we develop an action plan for addressing areas of our practice that we may wish to develop, based on our findings from the reflective process. This could be undergoing further training, gaining additional knowledge, practising a procedure or another similar activity. The action plan should contain objectives and timescales (SMART targets are useful here). Pertinent questions include:

• What will I do differently next time?
• What training will I undergo?
• How will I gain further knowledge or experience?

Gibbs advocated for his reflective cycle to be used in situations practitioners find themselves in often. This is primarily because practitioners who reflect on the same set of experiences are more likely to build up a bank of knowledge and expertise pertaining to that situation. 

However, the stages of the Gibbs model can be used in single, isolated experiences. This means that elements of the reflective cycle, the action plan aspect, for example, will likely be more generalised and ultimately less practical when considering the applications of the reflective cycle process. 

Advantages And Disadvantages Of Gibbs Reflective Cycle

As with all reflective practices, there are advantages and disadvantages of using Gibbs’ reflective cycle. 

These advantages and disadvantages are somewhat subjective, as not every method of reflective practice works for all practitioners in every situation. 

• Gibbs’ reflective cycle underpins many other models of reflective practice
• It provides a structured approach to experiential learning
• It is a relatively simple model that is a good introduction for individuals that are new to self-reflection

Disadvantages

• It was developed as a generalised approach to reflective practice within a teaching setting and so does not focus on specialised practice, such as nursing or social care

Alternatives To Gibbs Reflective Cycle

Kolb’s (1984) model is a more simplified model based on a set of theories around how people learn – in fact, Gibbs’ model was based on Kolb’s research. It revolves around four key stages: Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation.  

Schon’s model of reflection builds on the idea that reflection can be performed both after an experience (reflection-on-action) as well as during an experience (reflection-in-action).

There are also models of reflection that are designed to be used by specific vocations – for example, Johns model and Atkins & Murphy’s model were developed for the nursing profession.

A list of other models of reflective practice can be found here.

An Example Of Gibbs Reflective Cycle

Now that we have established the stages of Gibbs’ Reflective Cycle, we’ll now walk through an example. Following is a self-reflection from a care worker.

Description – Stage One

I was working with two individuals with learning disabilities in a supported living environment. Each of the individuals was supposed to be receiving one-on-one support but due to staff absences, I was supporting them both. We all had an enjoyable day but when I came to administer one of the individual’s medication (1mg Risperidone) at 6PM, I realised that I’d forgotten to give him his morning dose earlier in the day.

I called the pharmacy for advice. They advised that I should continue with the evening medication as usual and to call NHS 111 if the individual experienced any side effects or changes in behaviour. I informed the client of what had happened and apologised as well as wrote up the appropriate medication administration error form, made a record on the MAR sheet and informed my manager.

My manager thanked me for letting her know and said not to worry about it too much as it can happen from time to time. She also recommended that I reflect upon the experience when I had time.

Feelings – Stage Two

When I first came onto shift I was feeling a little nervous about working on my own with two clients and a bit overwhelmed by all the information that I was being given during the handover. As I’d only worked with the clients a few times, when the previous shift worker left I felt my priority was to get to know them and make them feel at ease with me. It was during this time that I should have administered the medication but completely forgot.

When I realised my mistake in the evening I felt instant dread and was worried about my error causing harm to the individual as well as getting into trouble with my manager and organisation. I also felt guilty and disappointed in myself. After a few moments, I regained my composure and followed company protocols by calling for advice from a medical professional.

When the pharmacy told me that the missed medication shouldn’t affect the individual’s health very much, I felt relieved but still felt a little scared that my employer would be angry or disappointed. However, I did feel better about it once I had spoken to my manager.

Evaluation – Stage Three

The thing that did not go well in this experience was that I forgot to administer an individual’s medication. However, there were also positive elements such as knowing what to do when a medication error occurs and owning up to the mistake. I fulfilled my duty of care by seeking immediate support from a medical professional and my duty of candour by apologising to the individual and being transparent in my explanation of what had happened.

Analysis – Stage Four 

Although the missed medication was not a major issue on this occasion, I work with individuals that could have much more serious consequences if they miss a dose of their medication – for example, individuals that have epilepsy and heart conditions.

In addition, being overloaded with information about two different clients, it was perhaps inevitable that something would be forgotten.

Conclusions – Stage Five 

Through this experience, I have learned that I can keep a level head in unexpected situations and that I have a thorough understanding of my responsibilities as a care worker and the standards that I must meet as well as my employer’s policies and procedures.

However, I think that I need to have a system in place to remember medication administration because it is so important to my role – although other aspects of my job role are important, medication administration can quite literally be life-or-death.

Action Plan – Stage Six

Going forward, I want to ensure that I do not forget to administer medication to my clients. I will do this by ensuring that I check the medication schedules for all the individuals that I am responsible for as soon as I come on to shift and setting a reminder on my phone.

• Gibbs: Learning by Doing (1988)

• The Open University
• Accessibility hub
• Guest user / Sign out
• Study with The Open University

My OpenLearn Profile

Personalise your OpenLearn profile, save your favourite content and get recognition for your learning

About this free course

Become an ou student, download this course, share this free course.

Start this free course now. Just create an account and sign in. Enrol and complete the course for a free statement of participation or digital badge if available.

6.2 Gibb’s reflective cycle

Alternatively, other theorists have broken down the cycle into further stages, an example of which is Gibb’s reflective cycle, see Figure 4.

Six boxes arranged in a circular cycle with arrows in a clockwise direction. Top left: Experience What happened? Top right: Feelings What were you feeling? Right: Evaluation What was good/bad about the situation? Bottom right: Analysis To make sense of the situation. Bottom left: Conclusion What else could you have done? Left: Action plan What would you do next time?

Gibb’s model acknowledges that your personal feelings influence the situation and how you have begun to reflect on it. It builds on Boud’s model by breaking down reflection into evaluation of the events and analysis and there is a clear link between the learning that has happened from the experience and future practice.

However, despite the further break down, it can be argued that this model could still result in fairly superficial reflection as it doesn’t refer to critical thinking / analysis or reflection. It doesn’t take into consideration assumptions that you may hold about the experience, the need to look objectively at different perspectives, and there doesn’t seem to be an explicit suggestion that the learning will result in a change of assumptions, perspectives or practice. You could legitimately respond to the question ‘What would you do next time?’ by answering that you would do the same, but does that constitute deep level reflection?

• Gibbs' Reflective Cycle

May 9, 2023

Delve into Gibbs' Reflective Cycle, a powerful tool fostering critical thinking, deep learning, and professional growth through reflection.

Main, P (2023, May 09). Gibbs' Reflective Cycle. Retrieved from https://www.structural-learning.com/post/gibbs-reflective-cycle

What is Gibbs' Reflective Cycle?

Gibbs' Reflective Cycle is a popular model for reflection, acting as a structured method to enable individuals to think systematically about the experiences they had during a specific situation.

Gibbs’ Reflective Cycle is a widely used and accepted model of reflection . Developed by Graham Gibbs in 1988 at Oxford Polytechnic, now Oxford Brookes University, this reflective cycle framework is widely used within various fields such as healthcare, education, and management to enhance professional and personal development . It has since become an integral part of reflective practice, allowing individuals to reflect on their experiences in a structured way.

The cycle consists of six stages which must be completed in order for the reflection to have a defined purpose. The first stage is to describe the experience. This is followed by reflecting on the feelings felt during the experience, identifying what knowledge was gained from it, analyzing any decisions made in relation to it and considering how this could have been done differently.

The final stage of the cycle is to come up with a plan for how to approach similar experiences in future.

Gibbs' Reflective Cycle encourages individuals to consider their own experiences in a more in-depth and analytical way, helping them to identify how they can improve their practice in the future.

A survey from the British Journal of Midwifery found that 63% of healthcare professionals regularly used Gibbs' Reflective Cycle as a tool for reflection.

"Reflection is a critical component of professional nursing practice and a strategy for learning through practice. This integrative review synthesizes the literature on nursing students’ reflection on their clinical experiences." – Beverly J. Bowers, RN, PhD

The Six Stages of Gibbs' Reflective Cycle

The Gibbs reflective cycle consists of six distinct stages: Description, Feelings, Evaluation, Analysis, Conclusion, and Action Plan. Each stage prompts the individual to examine their experiences through questions designed to incite deep and critical reflection. For instance, in the 'Description' stage, one might ask: "What happened?". This questioning method encourages a thorough understanding of both the event and the individual's responses to it.

To illustrate, let's consider a student nurse reflecting on an interaction with a patient. In the 'Description' stage, the student might describe the patient's condition, their communication with the patient, and the outcome of their interaction. Following this, they would move on to the 'Feelings' stage, where they might express how they felt during the interaction, perhaps feeling confident, anxious, or uncertain.

The 'Evaluation' stage would involve the student reflecting on their interaction with the patient, considering how they could have done things differently and what went well. In the 'Analysis' stage, the student might consider the wider implications of their actions and how this impacted on the patient's experience.

Finally, in the 'Conclusion' stage, the student would summarise their reflections by noting what they have learned from the experience. They would then set an 'Action Plan' for how they will apply this newfound knowledge in their future practice.

Gibbs' Reflective Cycle is a useful tool for nurses to utilize in order to reflect on their past experiences and improve their practice. By using reflective questions , nurses can actively engage in reflection and identify areas for improvement. 

• Description : Start by objectively recounting the experience. Helpful questions to ask include: What happened? Who was involved? When and where did this occur?
• Feelings : Capture your emotional response to the experience. It's essential to acknowledge both positive and negative emotions, as they significantly affect our interpretation of the event.
• Evaluation : Assess the good and bad aspects of the experience. What worked well, and what didn't? What were the positive impacts and negative consequences?
• Analysis : Dig deeper into understanding why things unfolded as they did. This analysis stage is where you draw on relevant literature and professional knowledge to interpret the experience.
• Conclusion : Determine what you could have done differently and what you've learned from the experience.
• Action Plan : Develop a plan detailing what you'll do if a similar situation arises in the future.

Examples of the Reflective Model in Practice

The Gibbs Reflective Cycle, a model of reflection, can be a powerful tool for learning and personal development across various vocations. Here are five fictional examples:

• Nursing : A nurse named Jane had a challenging interaction with a patient. Using the Gibbs Reflective Cycle, she first described the situation and her initial reactions. She then reflected on her feelings, identifying negative emotions that arose. During the analysis stage, she realized that her communication skills needed improvement. She concluded that better communication could have led to a more positive outcome. Finally, she developed a personal development plan to improve her communication skills, demonstrating the positive impacts of deep level reflection.
• Teaching : A teacher, Mr. Smith, had difficulty managing his classroom . He used the Gibbs Reflective Cycle to reflect on a particularly chaotic day. He identified negative aspects of his classroom management strategy and, through critical thinking, realized that he needed to set clearer expectations for his students. He then developed a plan to implement these changes, showing how the approach to reflection can lead to actionable improvements .
• Customer Service : Sarah, a customer service representative, received constructive feedback from a customer who was dissatisfied with the service. She used the Gibbs Reflective Cycle to reflect on the interaction, identifying her feelings of disappointment and analyzing what went wrong. She concluded that she needed to improve her problem-solving skills and developed a plan to do so.
• Management : A manager, Tom, struggled with delegating tasks to his team. He used the Gibbs Reflective Cycle to reflect on a project that was delayed due to his reluctance to delegate. He identified his fear of losing control as a negative emotion and realized during the analysis stage that trust in his team was crucial. He then developed a plan to practice delegation in future projects.
• Counseling : A counselor, Dr. Lee, felt that her recent sessions with a client were not productive. She used the Gibbs Reflective Cycle to reflect on these sessions. She identified feelings of frustration and, upon analysis, realized that she needed to adjust her counseling techniques to better suit her client's needs. She then developed a plan to implement these changes.

These examples illustrate how the Gibbs Reflective Cycle can facilitate learning and reflection across different vocations, leading to personal and professional growth.

An Exploration of Gibbs' Model

Gibbs' Reflective Cycle offers a structured approach to reflection, making it a helpful tool for educators and learners alike. The model encourages critical reflection , stimulating the ability to analyze experiences through questions and transform them into valuable learning opportunities.

Experiential Learning , a concept closely tied with reflection, suggests that we learn from our experiences, particularly when we engage in reflection and active experimentation . Gibbs' model bridges the gap between theory and practice, offering a framework to capture and analyze experiences in a meaningful way.

By using Gibbs' model, educators can guide students through their reflective process , helping them extract valuable lessons from their positive and negative experiences.

Application of Gibbs' Reflective Cycle in Real-World Scenarios

The flexibility and simplicity of Gibbs' Reflective Cycle make it widely applicable in various real-world scenarios, from personal situations to professional practice.

For instance, Diana Eastcott, a nursing educator, utilized Gibbs' model to facilitate her students' reflection on their clinical practice experience. The students were encouraged to reflect on their clinical experiences, analyze their reactions and feelings, and construct an action plan for future patient interactions. This process not only enhanced their professional knowledge but also fostered personal growth and emotional resilience.

In another example, Bob Farmer, a team leader in a tech company, used Gibbs' Cycle to reflect on a project that didn't meet expectations. He guided his team through the reflective process, helping them identify areas for improvement and develop strategies for better future outcomes.

These scenarios underline the versatility of Gibbs' model, demonstrating its value in both educational and professional settings.

• ( Gibbs Reflective Cycle , University of Northampton, https://www.northampton.ac.uk )
• ( Gibbs' Reflective Cycle , Oxford Brookes University, https://www.brookes.ac.uk )
• ( Reflective Practice , San Francisco State University, https://www.sfsu.edu )

Gibbs' Reflective Cycle for Personal and Professional Development

The use of Gibbs' Reflective Cycle can have profound effects on personal and professional development. It aids in recognizing strengths, weaknesses, and areas for improvement, providing an avenue for constructive feedback and self-improvement.

In the context of professional development , Gibbs' model promotes continuous learning and adaptability. By transforming bad experiences into learning opportunities, individuals can enhance their competencies and skills , preparing them for similar future situations.

Moreover, the reflective cycle promotes emotional intelligence by encouraging individuals to explore their feelings and reactions to different experiences. Acknowledging and understanding negative emotions can lead to increased resilience, better stress management, and improved interpersonal relationships.

Transforming Experiences into Learning: The Role of Gibbs' Reflective Cycle

Gibbs' Reflective Cycle is a practical tool that transforms experiences into learning. It incorporates principles of Experiential Learning and emphasizes the importance of abstract conceptualization and active experimentation in the learning process.

In the field of education, Gibbs' model can significantly influence teaching methods. It encourages educators to incorporate reflective practices in their teaching methods, promoting a deeper understanding of course material and facilitating the application of theoretical knowledge in practical scenarios.

Moreover, the model can be used to encourage students to reflect on their experiences, both within and outside the classroom, and learn from them. This process fosters critical thinking, problem-solving skills, and personal growth, equipping students with the skills they need for lifelong learning.

Embracing Gibbs cycle in your organisation

Here's a list of guidance tips for organizations interested in embracing Gibbs' Reflective Cycle as their professional development model.

• Understanding the Gibbs Reflective Cycle : Before implementing, ensure that everyone in the organization understands the Gibbs Reflective Cycle model. This model consists of six stages: Description, Feelings, Evaluation, Analysis, Conclusion, and Action Plan. The goal is to encourage deep level reflection on experiences to foster learning and improve future actions.
• Promote a Culture of Reflection : Encourage everyone in the organization to incorporate reflection into their daily routine. Reflection should not be seen as an added task, but rather as an integral part of the professional development process.
• Use Real-Life Situations : For the methods in education to be effective, use real-life situations when applying the Gibbs Reflective Cycle. This way, employees can relate to the experiences, making the reflection process more relevant and meaningful.
• Encourage Sharing of Reflections : Create a safe space for individuals to share their reflections. This could be through team meetings, one-on-one sessions with managers, or through online platforms. Sharing allows for collective learning and may provide different perspectives on the same situation.
• Integrate Reflective Practice in Training Programs : Use the Gibbs Reflective Cycle in training programs. After each training session, encourage participants to go through the reflective cycle. This can help them understand the training content better and apply it in their work.
• Link Reflection to Personal Development : Connect the outcome of the reflection to personal development plans. The Action Plan stage of the cycle should feed into the individual's personal development plan, helping them identify areas of strength and areas needing improvement.
• Provide Guidance and Support : Provide guidance and support in the early stages of implementing the Gibbs Reflective Cycle. This could include providing templates or guides, or offering training on how to use the model effectively.
• Continuous Review and Feedback : Regularly review the use of the Gibbs Reflective Cycle in your organization and provide feedback. This will help ensure that the model is being used effectively and is helping individuals in their professional development.
• Model Reflective Practice : Leaders and managers should model reflective practice themselves. This shows that the organization values reflective practice and can motivate employees to engage in it themselves.
• Celebrate Success : Recognize and celebrate when reflective practice leads to positive changes or improvements. This can motivate employees to continue using the Gibbs Reflective Cycle in their professional development.

What is the Difference Between Kolb's and Gibbs' Reflective Cycle?

Both Kolb's Experiential Learning Theory and Gibbs' Reflective Cycle are influential learning methods used extensively in education and professional development. While they share similarities, such as promoting a cyclical learning process and fostering a deeper understanding of experiences, there are key differences.

Kolb's cycle consists of four stages: Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation. It focuses more on the transformation of direct experience into knowledge, emphasizing the role of experience in learning.

On the other hand, Gibbs' cycle, with its six stages, places a greater emphasis on emotions and their impact on learning. For example, a team leader might use Kolb's cycle to improve operational skills after a failed project, focusing on what happened and how to improve. However, using Gibbs' cycle, the same leader would also reflect on how the failure made them feel, and how those feelings might have influenced their decision-making.

Other notable Learning Methods and Cycles

Please note that each of these theories or models has been developed and refined over time, and they each have their own strengths and weaknesses depending on the specific learning context or goals.

Adopting the Cycle in Education

Gibbs' Reflective Cycle is an invaluable tool for nurturing professional skills and fostering personal growth. By systematically integrating this reflective model into educational practices, institutions can significantly enhance their students' professional development.

Here are seven innovative ways educational institutions can harness the power of Gibbs' Reflective Cycle to boost skill acquisition , operational proficiency, leadership capabilities, and personal skills mastery.

• Incorporate Reflective Practice in Curriculum: Educational institutions can incorporate Gibbs' Reflective Cycle into their curriculum, making it a regular part of learning. This can encourage students to develop professional skills by continually reflecting on their experiences and learning from them.
• Real-World Scenarios: By using real-world situations or case studies, educational institutions can provide practical instances for students to apply the reflective cycle. This will help them understand the type of situation they might encounter in their professional life and how to handle it.
• Promote Skill Acquisition: Gibbs' cycle can be used as a tool for skill acquisition. By reflecting on their performance in various tasks and projects, students can identify their strengths and areas that need improvement. This can aid in the development of operational skills, leadership skills, and personal skills.
• Professional Development Workshops: Educational institutions can organize workshops that focus on the application of Gibbs' Reflective Cycle for professional development. These workshops could provide hands-on training on how to use the cycle effectively.
• Reflective Journals: Encourage students to keep a reflective journal. This practice can help students regularly apply Gibbs' cycle, promoting introspection , and the development of key leadership skills.
• Mentorship Programs: Implement mentorship programs where experienced professionals guide students in applying Gibbs' Reflective Cycle. This can provide students with valuable insights into how reflective practice can enhance their professional skills.
• Assessments Based on Reflection: Design assessments that value reflective practice. Instead of solely focusing on theoretical knowledge, consider students' ability to reflect on their experiences and learn from them. This approach can make learning more engaging and relevant to real-world situations.

In the journey of life and work, we continuously encounter new situations, face challenges, and make decisions that shape our personal and professional trajectory. It's in these moments that Gibbs' Reflective Cycle emerges as a guiding compass, providing a structured framework to analyze experiences, draw insights, and plan our future course of action.

Underlying the model is the philosophy of lifelong learning. By encouraging critical reflection, it empowers us to not just passively experience life, but to actively engage with it, to question, and to learn. It's through this reflection that we move from the realm of 'doing' to 'understanding', transforming experiences into knowledge.

Moreover, the model emphasizes the importance of an action-oriented approach. It propels us to use our reflections to plan future actions, promoting adaptability and growth. Whether you're an educator using the model to enhance your teaching methods , a student exploring the depths of your learning process, or a professional striving for excellence in your field, Gibbs' Reflective Cycle can be a powerful tool.

In an ever-changing world, where the pace of change is accelerating, the ability to learn, adapt, and evolve is paramount. Reflective practices, guided by models such as Gibbs', provide us with the skills and mindset to navigate this change effectively. They empower us to learn from our past, be it positive experiences or negative experiences, and use these lessons to shape our future.

From fostering personal growth and emotional resilience to enhancing professional practice and shaping future outcomes , the benefits of Gibbs' Reflective Cycle are manifold. As we continue our journey of growth and learning, this model serves as a beacon, illuminating our path and guiding us towards a future of continuous learning and development.

• Reflection in Learning and Professional Development
• The Reflective Practitioner
• Reflective Practice: The Teacher in the Mirror
• The Impact of Reflective Practice on Teaching Effectiveness
• Reflective Practice: A Guide for Nurses and Midwives
• Reflective practice in nursing
• Learning by Doing: A Guide to Teaching and Learning Methods
• Gibbs’ Reflective Cycle

Enhance Learner Outcomes Across Your School

Download an Overview of our Support and Resources

We'll send it over now.

Please fill in the details so we can send over the resources.

What type of school are you?

We'll get you the right resource

Is your school involved in any staff development projects?

Are your colleagues running any research projects or courses?

Do you have any immediate school priorities?

Please check the ones that apply.

Download your resource

Thanks for taking the time to complete this form, submit the form to get the tool.

Applying Gibbs’ Model to Real-Life Experiences Essay

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

Action Plan

This event was an unpleasant experience for the patient who expected to get relief from the pain he felt. First, the buddy nurse’s approach to the patient was unreasonable because the patient was in pain, and it was only natural to be agitated. However, I listened to the patient and also avoided confrontation by dragging my buddy nurse away with me. This saved the situation from getting worse although the confrontation that happened was harmful to the patient (Webb, 2011).

My buddy nurse should have stayed calm and listened to the patient’s concerns even if they were offensive. It would have been better if my buddy nurse exercised self-control and stopped the urge to snap back at the patient. While leaving, it was not right for him to make tide remarks to the patient. He should have excused himself to the patient with a promise that he would be back with a solution. The reaction that I gave to the patient was encouraging because I gave him an option of a stronger treatment, which was subject to discussion. Listening to the customer also gave hope that I empathized with his situation (Roussel, Swansburg & Swansburg, 2006). It is also necessary that I should have made a personalized and confidential service to the patient by showing up alone and not with a colleague. This way the patient would feel that he had been assisted because he would be dealing with the nurse who had earlier assisted him. Finishing up with the other patient first may have caused the delay which agitated the patient. It is advisable for a person to make a faster response to avoid cases in which patients get impatient and yell (Williams& Davis, 2005; Koutoukidis, Lawrencem & Tabbner, 2008).

Healthcare forms part of a patient’s healing process, and healthcare professionals should communicate effectively to build therapeutic relationships with the patients (Van, 1997). For instance, talking to the customer nicely and showing empathy would not only work as the pain killer but would give the patient hope. Making the patient angry makes the pain unbearable and may even worsen the situation. Using persuasive language and listening to the patient as well as offering a faster response develops a strong nurse-patient relationship. This improves the healing process. Active communication with the patient also involves the patient in health care and gives them control over their condition and the treatment that they get. In the above scenario, engaging the patient to enlighten him that he had been taking an overdose would make him responsible and prevent any similar future occurrence. He would feel that he had been saved from consuming more drugs than necessary, and this would encourage him to consult in the future. The situation would have been turned around to a powerful healing process by building a healthy relationship that would make the patient realize that holding back the medication was meant to help him and not punish him (Bach & Grant, 2008; White, L., & Rittenhouse Books, 2005).

If a similar event occurs in the future, there are changes that should be made to ensure that the patient is not treated unfairly like it happened. First, I would address the patient with the therapeutic service in mind. I would respond to the call with the aim of improving the patient’s situation, by the way, I talk and respond to his questions and concerns. My buddy friend added to the patient’s misery by snapping back and not giving the patient an opportunity to express his concerns (Rosdahl & Kowalski, 2008). This would be avoided by requesting my colleague to allow me to handle the situation. This could also be improved by establishing a uniform approach in which colleagues would allow others to handle their cases. Intervention should only be allowed when a request is made. This way the probability of harassment by a third party would be minimal. The notion that communicating with the customer is part of the therapeutic process and should be built to ensure that any intervention made is positive (Webb, 2011).

Health care has changed in nature from the treatment of acute illnesses to helping patients to manage chronic conditions. In this case, the patient may not have been healed, considering that it was a situation he was managing even while at home. The patient can be encouraged to adopt an attitude of self-care by informing him that he had been taking an overdose. This would make the patient more responsible for his health care and also establish a good relationship with his nurse (Mitchell & Haroun, 2012). This would promote the quality of his life even if his medical condition is chronic. The patient’s expectation, which is to be free of pain, would be achieved by providing an option that gives him a long-term solution. Overdosing to kill the pain would only be done for a short period while changing the form of medication would correct the past mistake and offer a longer-term solution. Educating the customer on the dangers of taking more dosage than required is involving and makes the process simpler and effective. When patients are aware of the treatment that they receive they learn and assist the health care providers in managing their situation (Dickson, Hargie & Morrow, 2003).

Patient-centered care gives the patient an opportunity to receive services that revolve around him/her rather than fitting into the services availed in the hospital. When they are viewed as active participants in the care offered to them, they feel acknowledged. This can be enhanced by listening to patients and offering services that fit their requirements. For instance, my patient could have been assisted better by proposing a further review by the Acute Pain Service rather than administering the usual PRN medication. The process should have begun by getting feedback on how the patient had been reacting from the PRN he used. Probably, the issue of overdose would have been raised and an alternative offered. This would avoid the confrontation because the patient would be aware that he had been overdosing. Therefore, the patient should be initiating the process by explaining his/her concerns. Recommendations should be based on the patients’ interests rather than what is available in the facility (Chapman, 2009).

Multidisciplinary teams help health care providers to coordinate their roles and expertise to offer patients quality services. The members of the team should understand their role. For instance, my buddy nurse may have treated the patient nastily because he was not his patient. This should not have been the case because teamwork requires them to respect the role of others. He should have achieved this by staying out of the discussion or contributing positively. In the future, such a scenario can be avoided by working at providing integrated health care in which nurses work collaboratively. This way there would be no difference in the way nurses treat a patient who may have been attended by a different nurse (Nurs, 2001).

To ensure that patients get quality services, nurses should be friendly and accept the needs of their patients. The patients should also be allowed to feel that the health care providers are willing to spent time with them. Allowing the patient to participate in the discussion of their health by asking for opinions and offering advice makes the patients feel part of the healing process (Nurs, 2001; O’Toole, 2012). The treatment service should also be tailored to them by addressing them by their names and remembering their situation. Sharing information about similar experiences and giving them hope builds a close relationship. Disagreements with the patients should be treated as a form of discussions without a formal objection which may make them objective. The services provided should offer continuity such that each patient has a health care provider (Martin, 2010; Antai-Otong, 2007). This way, progress can be monitored while a relationship builds between the nurse and the patient. It is also part of the therapeutic process. Serving an individual patient will help build a solid relationship in the future. This will also include basing the approach from the patient’s point of view to ensure that the patients needs come first before the services available can be offered. This will eliminate disagreements between healthcare providers and patients (Mackenzie & O’Toole, 2011; Jasper, 2003; Seago, nd).

Antai-Otong, D. (2007). Nurse-client communication: A life span approach . Sudbury, Mass: Jones and Bartlett Publishers.

Bach, S. & Grant, A. (2008). Communication and interpersonal skills for nurses . Exeter: Learning Matters.

Chapman, K. B. (2009). Improving Communication among Nurses, Patients, and Physicians. American Journal of Nursing . 109(11), 21-25.

Dickson, D., Hargie, O., & Morrow, N. C. (2003). Communication skills training for health professionals . Cheltenham: Nelson Thornes

Jasper, M. (2003). Beginning Reflective Practice – Foundations in Nursing and Health Care. Cheltenham. Nelson Thornes.

Koutoukidis, G., Lawrence, K., & Tabbner, A. R. (2008). Tabbner’s nursing care: Theory and practice . Chatswood, N.S.W: Elsevier Australia.

Mackenzie, L., & O’Toole, G. (2011). Occupation analysis in practice . Chichester, West Sussex: Wiley-Blackwell.

Martin, A. (2010). Non-verbal communication between nurses and people with an intellectual disability: a review of the literature. Journal of Intellectual Disabilities . 14(4), 303-314.

Mitchell, D., & Haroun, L. (2012). Introduction to health care . Clifton Park, NY: Delmar, Cengage Learning.

Nurs, E. J. O. (2001).Communication between nurses and simulated patients with cancer: evaluation of a communication training programme. Discussion . 5(3), 140-150.

O’Toole, G. (2012). Communication. Core interpersonal skills for health professionals . Sydney: Churchill Livingstone, Elsevier.

Rosdahl, C. B., & Kowalski, M. T. (2008). Textbook of basic nursing . Philadelphia: Lippincott Williams & Wilkins.

Roussel, L., Swansburg, R. J., & Swansburg, R. C. (2006). Management and leadership for nurse administrators . Sudbury: Jones and Bartlett.

Seago, J. A. (n.d.). Professional Communication . Web.

Van, S. G. M. (1997). Communication skills for the health care professional: Concepts and techniques . Gaithersburg, Md: Aspen Publishers.

Webb, L. (2011). Nursing: Communication skills in practice . Oxford: Oxford University Press.

White, L., & Rittenhouse Books, Inc. (2005). Foundations of nursing . Clifton Park, NY: Thomson Delmar Learning.

Williams, C. L., & Davis, C. M. (2005). Therapeutic interaction in nursing . Boston: Jones and Bartlett Publishers.

• Participating in a Practice-Based Research Network
• Analysis and Conceptualisation of Reflection Models
• Gibbs’s Reflective Cycle and Borton’s Model of Reflection
• The Buddy System Reducing Burnout Among Nurses
• The Topic of Diagnostic Measures
• A Critique of the Study: Childbearing
• Hypoparathyroid Disease: Review
• Catheter-Associated Infections: Systematic Review
• Self-Examination and Knowledge of Breast Cancer Among Female Students
• Turning Patients Every 2 Hours to Prevent Pressure Ulcers
• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2022, May 3). Applying Gibbs’ Model to Real-Life Experiences. https://ivypanda.com/essays/gibbs-reflective-cycle-essay/

"Applying Gibbs’ Model to Real-Life Experiences." IvyPanda , 3 May 2022, ivypanda.com/essays/gibbs-reflective-cycle-essay/.

IvyPanda . (2022) 'Applying Gibbs’ Model to Real-Life Experiences'. 3 May.

IvyPanda . 2022. "Applying Gibbs’ Model to Real-Life Experiences." May 3, 2022. https://ivypanda.com/essays/gibbs-reflective-cycle-essay/.

1. IvyPanda . "Applying Gibbs’ Model to Real-Life Experiences." May 3, 2022. https://ivypanda.com/essays/gibbs-reflective-cycle-essay/.

Bibliography

IvyPanda . "Applying Gibbs’ Model to Real-Life Experiences." May 3, 2022. https://ivypanda.com/essays/gibbs-reflective-cycle-essay/.