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Reflection Toolkit

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:

Below is further information on:

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.

A circular diagram showing the 6 stages of Gibbs' Reflective cycle

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:

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.

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.

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.

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.

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.

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.

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Educational Research

A reflective cycle: understanding challenging situations in a school setting.

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Background : Good teacher–pupil relationships support the well-being of pupils and promote a good atmosphere in school settings. However, pupils’ diverse needs and behavioural problems can cause challenging situations for teaching staff. There is currently limited understanding about the nature of these situations and how teachers respond and interact with pupils when these challenges arise.

Purpose : The aim of this study is to explore the reflections of teaching staff on challenging situations with pupils, in order to gain insight into how teaching staff understand and conceptualise challenging situations.

Sample, Design and Method : A descriptive qualitative study design was used. The data were collected from an online course aiming to support the skills that teaching staff employ when facing challenging situations with pupils. Participants were teaching staff who worked at a school in Finland. Qualitative data were derived from the reflective writings of these participants (teachers and classroom assistants, N = 10) about challenging situations. The participants structured their reflective writings using Gibbs’ reflective cycle. Eight participants allowed us to use their writings as research data. The data analysis was a combination of deductive and inductive analysis.

Results : Teaching staff were able to reflect on challenging situations from a variety of perspectives. Gibbs’ reflective cycle was a helpful aid for teaching staff when reflecting on their feelings, thoughts, and actions related to challenging situations. The participants tried to understand the challenging situations from the pupils’ point of view and considered the situations as opportunities to learn to review their professional practice.

Conclusions : Teaching staff face challenging situations with pupils and have to meet the diverse needs of pupils constantly, in their everyday work. This small-scale study gives in-depth insight into teaching personnel’s reflections on these situations. According to this study, the use of frameworks such as Gibbs’ reflective cycle may help focus reflective learning gleaned from challenging experiences.

Acknowledgments

We would like to express our gratitude to the teaching staff who shared their reflections with us. We would also like to express our appreciation and gratitude to the mentors of the course. We acknowledge the University of Turku for providing facilities for the study.

Disclosure statement

No potential conflict of interest was reported by the authors.

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Gibbs Reflective Cycle Example

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

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

1. Description

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

2. Feelings

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

3. Evaluation

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

4. Analysis

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

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:

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

Reference List

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

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

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

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

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

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

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

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

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

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

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

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

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

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Gibbs Reflective Cycle Essay Example

Gibbs reflective cycle essay example; critically reflect on an encounter with a service user in a health care setting.

Gibbs Reflective Cycle Essay Example; 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).

Gibbs Reflective Cycle Essay Example: 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. Gibbs Reflective Cycle Essay Example

Gibbs Reflective Cycle Essay Example: 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. Gibbs Reflective Cycle Essay Example

Gibbs Reflective Cycle Essay Example: 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). Gibbs Reflective Cycle Essay Example

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).

gibbs reflective cycle research paper

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:

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.

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.

gibbs reflective cycle research paper

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.

Contemporary Leadership in London Energy Company Essay

Introduction.

This paper highlights the important role of reflection in leadership development and enhancement. Kolbs, Gibbs, and Johari window are presented as possible models for undertaking this reflective assessment but Kolb’s framework is selected as the most appropriate one to use because of its emphasis on personal learning experiences, which is a core factor in my leadership development journey. This presentation is divided into four main parts. The first one provides a background of the case study firm, which is London Energy – a UK-based waste management company. The second section explains the three reflective models for analysis and provides reasons why Kolb’s model emerged as the best. The last section of the presentation explores the implications of making leadership changes, in terms of their effects on employees and the organization.

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Company Background

This reflective exercise is relevant to my role as an employee of London energy, which is a UK-based waste management company. Wholly owned by North London Waste Authority, the firm mostly operates in North London and operates as a private enterprise (London Energy Limited, 2021). My role in the organization is that of a team leader, who manages groups of employees involved in marketing, sales, and research development. The COVID-19 pandemic has affected the operations of London Energy in the same manner it has other firms in the waste management sector. Given the service-oriented nature of the company’s operations, 80% of the workforce operates in the field while 20% is office-based (Gallacher, 2021). Managers are struggling to change the perception among their employees that working from home is a privilege for those in leadership and managerial positions. At the same time, management is trying to prepare its employees for digitization through training and skills development (Gallacher, 2021). However, the process requires a change of organizational culture, which is expected to normalize remote working as a function of normal business operations in the new business environment.

Organizational Challenges

London Energy has had trouble implementing its work-from-home program because of attitudinal differences about remote working. Particularly, some employees are having trouble embracing the concept because they do not believe they deserve to use it (Gallacher, 2021). This problem leads to the improper application of the work-from-home program. Others are unfamiliar with the use of relevant digital communication tools, such as Skype and emails, to facilitate daily communication. As a team leader, at London Energy, my role will be to ensure the effective implementation of the work-from-home program as a tool to minimize COVID-19 infections.

Importance of Reflection

Reflection is an important part of leadership development because it helps in identifying weaknesses and opportunities that can be minimized or enhanced to boost effectiveness. The process is based on an evaluation of one’s experiences and interactions in leadership forums to determine whether desired goals of leadership are achievable, or not (Grant et al., 2017). In the same vein of analysis, reflection can help leaders to understand how to merge their skills with organizational resources to realize common goals. In this presentation, the reflection will be used to identify skill gaps that need to be addressed in my leadership practice at London Energy.

Reflective Models- Kolb Experiential Learning Cycle

Different models apply to leaders when undertaking reflective exercises. Kolb’s reflective learning model is one of three frameworks of personal reflection I will highlight in this presentation. It proposes the use of experience as the basis for active learning and participation (Bisson, 2017). Developed in 1984, the model is characterized by four stages of personal reflection (Bisson, 2017). They include processes relating to the evaluation of concrete experiences, observation, and reflection of past conduct, development of abstract concepts about leadership effectiveness, and testing of new situations (Hayes et al., 2017). These stages of personal reflection are distinct but appear as an interconnected chain of activities, as highlighted in figure 1 above.

Criticism of Kolb’s Experiential Learning Cycle

Kolb’s experiential learning cycle has been criticized for being too simplistic in its interpretation of people’s lived experiences. Particularly, the propagation of four distinct learning silos as the main framework for conducting reviews has been challenged for not reflecting people’s true lived experiences (Clarke, 2017). For example, it has been confirmed that the four stages of the model could occur simultaneously thereby influencing leadership development. The model is also deemed to be limited in scope because it only uses experiential data to develop its outcomes.

Reflective Models-Gibbs Reflective Cycle

Gibbs’s cycle of reflection is the second model that can be used for evaluating a leader’s effectiveness. It is expected that this reflective exercise is supposed to help leaders understand their strengths and weaknesses. This process provides a balanced judgment of one’s skills as they are required in an uncertain business environment (Alvinius et al., 2017). The reflective cycle covers six stages of analysis and the first three include an evaluation of one’s experiences, feelings, and thoughts about leadership by highlighting the good and bad attributes of the experience (Alvinius et al., 2017). The latter three stages are focused on developing a response strategy for the findings observed in the first stage of assessment.

Criticism of Gibb’s Reflective Cycle

Critics of Gibb’s reflective cycle assume that it promotes a reactive understanding of one’s leadership experiences in the remote working environment, as opposed to a proactive one (Williams et al., 2020). They also believe that the model fails to ask deep questions relating to one’s leadership experiences, thereby providing conjecture data for analysis (Liao, 2020). Additionally, its superfluous nature gives it the power to promote unrealistic thinking, which could be exploited into populist ideas for political gain.

Reflective Models: Johari Window Model

The Johari window is the last evaluative model I will discuss in this presentation. It analyzes the nature of the relationship between leaders and their subjects using four quadrants of review that seek to find open, façade, blind, and unknown attributes about one’s personality, as shown in figure 2 above (Sharma, 2020). Under the “open” category, personality attributes selected by a person and their peers, which are relevant to the remote working environment, are assessed and in the “blind” category, identifiable attributes that are relevant to leading virtual teams are disclosed (Carraher and Smith, 2017). In the “façade” category, only those attributes that have been selected by subjects, as being relevant to a virtual working environment, but have not been identified by peers, appear in this segment of the analysis. Lastly, “unknown” traits refer to characteristics of the virtual learning environment that are unknown to leaders and their subjects due to a lack of awareness of their existence or collective ignorance (Clarke, 2017).

Criticism of the Johari Window Model

Critics of the Johari window model suggest that its efficacy in evaluating leadership effectiveness significantly diminishes if its findings are not meant to improve one’s skills or minimize the negative effects of “bad” behaviors (Carraher and Smith, 2017). Partly, the Johari Window model could also lead to a lack of trust between leaders and their subjects because it requires users to disclose their weaknesses, by sharing personal information, some of which could lead to broken trust with some employees (Clement, 2019). In this regard, the model’s success requires a high level of maturity among all those involved. At the same time, leaders should match group energy to be effective.

Kolb’s Reflective Model

Based on an evaluation of the three reflective tools highlighted in this presentation, I chose Kolb’s reflective model as the preferred framework for evaluating my leadership skills and traits, as they related to a virtual work environment. The model was purposefully selected for the analysis because it uses experiential data to evaluate one’s leadership skills (Stewart et al., 2017). Having gathered experience in leading virtual teams at London Energy, I needed a reflective model that primarily relied on one’s experiences to evaluate leadership conduct. Kolb’s experiential learning model accommodated this need because it evaluates leadership effectiveness based on reflective observations and abstract conceptualizations.

Outcome of Analysis

By using Kolb’s experiential learning model to evaluate my leadership skills, I discovered that I practice the democratic leadership style, which does not augur well with a remote working environment where employees operate in different locations (Jones and Giordano, 2021). The characteristics of a democratic leadership style are centered on the provision of support services for employees, the promotion of innovation in the firm, and the involvement of employees in decision-making processes (Crossan et al., 2021).

Model Application Diagram (Kolb)

Leadership issues I encountered through the implementation of Kolb’s model ranged from procrastination and the failure to observe deadlines. I also found that the democratic leadership style created conditions for harboring uncertainty in the organization because of the lack of a central point of command for directing team activities. Relative to this statement, three questions emerged from this probe as follows:

The three areas highlighted above are pertinent to my leadership journey because they address challenges I have encountered when adopting the democratic leadership style (Wilson, 2021). Additionally, the three questions touch on key areas of my leadership development program – communication, team direction, and cohesiveness.

Implications for Employees and Organizations

The implications of my leadership outcomes will be felt by my organization and its employees. However, there are good and bad implications because good leadership qualities have their benefits while the adoption of bad leadership qualities has negative implications on the overall sustainability of a firm. In the next slides, I will explain people’s reactions to the positive and negative aspects of my leadership evaluation process.

Implications on Employees and Organization – if Leadership has been Improved

My leadership skills will have a positive impact on employees and the firm when improved. The improvement will happen when my leadership style changes from one that promotes democratic governance to servitude. By making this change, I am likely to have a positive impact on employees and London Energy at large. The effects may be observed through an increase in organizational productivity and employee morale (Harper et al., 2020). At an employee level, my improved leadership skills are likely to lead to increased innovation and creativity because, under the servant leadership format, employees would have the freedom to solve problems affecting their businesses (Venus et al., 2019). This outcome will be realized through the proper allocation of resources among employees and may exploit the strengths and minimize weaknesses of team members.

If Leadership has not been Improved

The failure to develop my leadership skills could harm employee performance and organizational productivity. Gill and Negrov (2021) add that ineffective leaders are likely to intoxicate the work environment, thereby making it difficult to realize organizational goals. In the context of London Energy’s business, competitors are likely to take over the market if leadership is not improved (Sayyadi, 2019). Therefore, there are likely to be low levels of employee morale, satisfaction, and productivity if leadership practices are not improved because employees would lack the freedom to be creative or harness their collective team power.

Areas of Improvement

In the context of this reflective exercise, areas of leadership that require improvement are based on the application of Kolb’s learning model. The first two stages of development demand that a leader recalls relevant factors impacting leadership effectiveness. The last two stages demand that an abstract conceptualization of proposed plans be completed and an action plan be developed to sustain improvements in practice. Relative to these demands, the communication strategy adopted at London Energy and the style of leadership practiced are areas requiring improvement. By addressing key areas of my leadership skills outlined in the previous slides, the positive impacts of the changes are likely to be felt by employees, customers, and the organization through improved levels of satisfaction, productivity, and creativity. For example, London Energy’s corporate goals are likely to be realized when there is a change in leadership style from one that is premised on democratic governance to servant leadership because the latter is a natural fit for teams working remotely (Bennion et al., 2020). Therefore, the proposed changes will likely have a positive impact on employees and the organization.

Leadership is one of the most effective tools for managing uncertainty in organizations. It is especially important for London Energy, which is grappling with uncertainty and change brought about by the COVID-19 pandemic. The insights provided in this presentation highlight the importance of reflection as a tool for improving leadership effectiveness. In the context of this review, Kolb’s reflective model emerged as the suitable framework for evaluating my experiences leading virtual teams at London Energy. The findings are critical in improving the overall productivity of the organization by making employees, managers, and customers more adaptable to change.

Alvinius, A. (2017), Contemporary Leadership Challenges. London: Books on Demand. Bennion, J., Cannon, B., Hill, B., Nelson, R., and Ricks, M. (2020), ‘Asking the right questions: Using reflective essays for experiential assessment’, Journal of Experiential Education, Vol. 43, No. 1, pp. 37–54. Bisson, M. (2017), Coach Yourself First: A Coach’s Guide To Self-reflection. London: Troubador Publishing Ltd. Carraher, E., and Smith, R. E. (2017), Leading Collaborative Architectural Practice. London: John Wiley & Sons. Clarke, N. (2017) ,The Student Nurse’s Guide To Successful Reflection: Ten Essential Ingredients. London: McGraw-Hill Education. Clement, N. (2019) , Essentials Of Communication and Educational Technology. London: Jaypee Brothers Medical Publishers. Crossan, M., Cassandra, E., and Corey, C. (2021), ‘Towards a model of leader character development: Insights from anatomy and music therapy’, Journal of Leadership and Organizational Studies, Vol. 28, No. 3, pp. 287–305. Gallacher, J. (2021), Remote work case study: London Energy. Web. Gill, R., and Negrov, A. (2021), ‘Perspectives on leadership development in post-Soviet Eurasia’, International Journal of Cross-Cultural Management, Vol. 10, No. 3, pp. 439-444. Grant, A., McKimm, J., and Murphy, F. (2017) , Developing Reflective Practice: A Guide For Medical Students, Doctors, and Teachers. London: John Wiley and Sons. Harper, L. M., Michelle, M., and Rumona, D. (2020), ‘Across five levels: The evidence of impact model’, Evaluation, Vol. 26, no. 3, pp. 350–66. Hayes, C., Daly, J., Duncan, M., Gill, R., and Whitehouse, A. (2017), Developing as a Reflective Early Years Professional: A Thematic Approach. 2nd edn. London: Critical Publishing. Jones, O., and Giordano, B. (2021), ‘Family entrepreneurial teams: The role of learning in business model evolution’, Management Learning, Vol. 52, No. 3, pp. 267–93. Liao, W. (2020), ‘Using collaborative video-cued narratives to study professional learning: A reflective analysis’, International Journal of Qualitative Methods, Vol. 5, No. 2, pp. 202-218. London Energy Limited. (2021), About us. Web. Sayyadi, M. (2019), ‘How effective leadership of knowledge management impacts organizational performance’, Business Information Review, Vol. 36, No. 1, pp. 30–38. Sharma, F. C. (2020), Organization behavior. New York, NY: SBPD Publications. Stewart, D., Verbos, A. K., Birmingham, C., Black, S. L., and Gladstone, J. S. (2017), ‘Being Native American in business: Culture, identity, and authentic leadership in modern American Indian enterprises’, Leadership, Vol. 13, No. 5, pp. 549–70. Venus, M., Johnson, R. E., Zhang, S., Wang, X., and Lanaj, K. (2019), ‘Seeing the big picture: A within-person examination of leader construal level and vision communication’, Journal of Management, Vol. 45, No. 7, pp. 2666–84. Williams, K., Woolliams, M., and Spiro, J. (2020), Reflective Writing. London: Red Globe Press.

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Gibbs' Model of Reflection

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The article appeared in issue 25 (Spring 2013) of the online journal ON REFLECTION, a publication of the Centre for Recording Achievement (http://www.recordingachievement.org). approach to their studies rather than one they will be expected to adopt later in life. Students in higher education are often unaware of the different levels of reflective practice. They also don’t know how to communicate them in an appropriate way. These problems are compounded by their perception that nobody genuinely regards reflection as being important for learning. Hence, they lack the motivation to engage with it. In this article, the different levels of reflection are being described and put into practice by writing prompts. The major conclusion of this article speaks about the need to break down what is a ‘complex cognitive task’ into smaller ones that are more manageable for students and staff within the institution.

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Gibbs Reflective Cycle by Graham Gibbs

Gibbs Reflective Cycle by Graham Gibbs - Toolshero

Gibbs Reflective Cycle: this article explains the Gibbs Reflective Cycle by Graham Gibbs in a practical way. After reading it, you understand the core of this management and self-reflection tool.

This article contains also a downloadable and editable Gibbs Reflective Cycle template .

What is the Gibbs Reflective Cycle?

In 1988, the American sociologist and psychologist Graham Gibbs published his Reflective Cycle model in his book ‘ Learning by Doing ‘. Gibbs Reflective Cycle encourages people to think systematically about the experiences they had during a specific situation, event or activity.

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Using a circle, reflection on those experiences can be structured in phases . This often makes people think about an experience, activity or event in more detail, making them aware of their own actions and better able to adjust and change their behaviour.

By looking at both negative and positive impacts of the event, people can learn from it.

The Gibbs reflective cycle itself

The Gibbs Reflective Cycle starts at Description and then continues clockwise to Feelings , Evaluation , Analysis , Conclusion and ends at Action plan , to finally return to Description . Here the Gibbs reflective cycle is complete.

Gibbs Reflective Cycle steps - toolshero

The various steps are explained in more detail below:

Step 1: Description

During this step, you describe the situation, event or activity in detail, without drawing any conclusions right away. The most common questions that can help create an objective description are:

It should be noted that important details must not be left out. For instance, why other people were involved in the situation in question. All information that is key to better understanding the situation is relevant.

Step 2: Feelings

This phase is about the feelings that the event triggered, as well as what someone’s thoughts were during the event, activity or situation described in step 1. The intention is not to discuss the feeling in detail or comment on it directly. Emotions don’t need to be evaluated or judged. Awareness is the most important goal of this phase. Helpful questions that are often used:

Because people often have difficulty talking about their feelings, it helps that they’re encouraged by the questions or someone asking these questions.

This also demonstrates that the Gibbs Reflective Cycle can be used in an individual setting, or even in a coaching or counselling setting. The final two questions also allow one to see the event from other peoples’ perspectives.

Step 3: Evaluation

In this step, you ask yourself whether the experience of the event in step 1 was good or bad. Which approach worked well and in what way? Which approach didn’t work as well? It can be difficult for people to be objective about the situation. In order to still conduct a proper evaluation, the following questions may be helpful:

It is also worth evaluating bad experiences, because the subsequent steps in the Gibbs Reflective Cycle help people learn from it.

Step 4: Analysis

This phase is about what you have learned from the situation, event or activity. Because of the experience, you now know what to do in similar, future situations.

This means that both positive and negative things and/or problems you experienced will be written down and analysed individually. After all, people learn from mistakes. This analysis is often done together alongside step 3.

Step 5: Conclusion

This is the step where you take a step back and look at yourself from a distance and ask what else you could have done in this situation. The information gathered earlier is very valuable in this step and can encourage you to come to a good and useful conclusion. The following questions may be helpful:

Step 6: Action plan

In this final step, actions are developed for future situations, events or activities. Based on the ‘Conclusions’ in the 5th step, people make concrete promises to themselves. The intention is to keep these promises. If everything went well, you can promise yourself to act the same way next time.

In areas where things didn’t go so well, you can promise yourself not to make the same mistakes again. What will be a more effective approach and which change will lead to actual improvement?

In addition to an action plan , it’s wise to also make a plan on how to encourage yourself to stick to these promises.

Experiences

Thinking about one’s own experience can help to perform better or do things differently in the future. As the above shows, these experiences don’t have to be positive; negative experiences are also useful.

Next time a similar situation presents itself, you’ll know it’s better to approach the situation in a different way. It stimulates you to think long and hard about how to do things better next time. This is what Gibbs Reflective Cycle is all about.

People don’t just learn to understand certain situations better, but also learn to judge how the same situation can be handled in different ways in the future.

Gibbs reflective cycle : How to use it

Gibbs Reflective Cycle can be used in a variety of ways. First of all, any individual can use the cycle. If you’re open to actively changing yourself, the Reflective Cycle can be a helpful tool.

Coaches also use the Cycle to make their coaches aware of (unwanted) behaviour and find ways together for the coach to react differently to a situation.

In addition, the Reflective Cycle is often used in higher education. Especially when carrying out internship assignments, the cycle can be a good tool to make an intern aware of his or her actions. The part about how you’ll handle a similar situation differently in the future is specifically aimed at reflecting on one’s own actions.

After all, at the end of an internship period an intern should have developed him / herself enough to carry out internship assignments independently and behave professionally.

Gibbs Reflective Cycle template

Start reflecting on your experiences and actions with this editable Gibbs Reflecting Cycle template.

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Now it is your turn

What do you think? What are your experiences with the Gibbs Reflective Cycle. How do you encourage people to think systematically about past experiences? Are you already using the Gibbs Reflective Cycle and do you have tips and tricks, or would you like to add anything?

Share your experience and knowledge in the comments box below.

More information

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Reflective Essay Using Gibbs Reflective Cycle

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Details of task Reflective Essay Using Gibbs Reflective Cycle

This assessment is an exploration of your experience and learning in the immersive simulation of week 11 using Gibbs’ Reflective Cycle .

Reflective Essay Using Gibbs Reflective Cycle

Word limit: 2500 words including references Value: 35% Presentation requirements: Please observe the following formatting instructions:

Word document (doc; docx) [do not PDF or lock the document as Markers will work within the document to provide feedback] 12 point font and double spaced Student ID only (no names) in either header or footer Page numbers

Criteria for marking: To be available at a later stage.

Reflective Essay Using Gibbs Reflective Cycle Sample Answer

REFLECTIVE ESSAY

Introduction

Reflective practice has been shown to close the gap between practice and theory, thereby improving the quality of care. This is because people critically think about their actions and experiences to learn what they will do better in the future.  Gibbs reflective cycle is the most preferred model for reflection because it encourages systematic thinking process about an experience or activity.  The model was developed by Professor Graham Gibbs and is useful in helping reflective practice. The model comprises of 6 stages including; a) Description, b) feelings, c) evaluation, d) analysis, e) conclusion, d) action plan. This essay is a reflection of my experience in an oversee hospital (Health Academy, n.d.).

Reflective Essay Using Gibbs Reflective Cycle Description

I was visiting an overseas country for some religious function where I fell ill. I was rushed to one of the healthcare facility in the region and was admitted for further check up. I was given a bed in a shared room with many other critically ill patients. The ward was very crowded and noisy as most of the patients have visitors beside their bed. The Ward looked more like a recreational center more than a healthcare facility. It seems like there was no limit to the number of visitors that made the room crowded. The room was so crowded that some few visitors were sitting on the floor and some were even singing. I was issued with a bedpan to use for urine elimination, but it is hard to pass urine as the room was too crowded, and there were no curtains around my bed that I can draw to have privacy. The beds were not comfortable, and instead of using white bed sheets for patient’s bed, they use colorful bed sheets.

After waiting for few hours, the doctor finally came to check me. He did not greet me or at least introduce himself when he arrived. He just hastily performed physical examination and left. He is non-English speaker who made it difficult for us to communicate. The doctor-patient relationship was awkward, and he avoided eye contact. Consent was taken by the resident nurse when she came to take blood pressure. After a few minutes, the doctor returned to explain some medical procedure that I was expected to undergo. I did not understand what he was saying, so he asked the visitors in the room if there was anyone who was fluent in English to help with the translation.  A random stranger offered his help and came to translate the procedure. The medical procedure involved injecting a needle in my spinal cord to collect some sample. I did not like this practice as it compromised my confidentiality and dignity. This experience was shocking and uncomfortable. The anxiety made me call for help from a close friend.

Reflective Essay Using Gibbs Reflective Cycle Feelings

This experience was shocking and uncomfortable. I felt frustrated that I was put in such scenario. I was annoyed because I was powerless to do much about the situation. I was upset by my inability to confront the healthcare staff in front of the visitors. I was angry that the doctor did not bother to develop a good rapport with his patient. He understands the importance of patient’s dignity, then why did he allow a stranger to translate my medical condition. The situation left me distressed that made me ring my friend for moral support. It is only when I reflected on the experience and realized that good healthcare service is not a routine to many but a privilege.  Although I felt hesitated, I knew that it was essential to reveal the mistakes on time so as to improve the quality of care being delivered in this healthcare facility.

Reflective Essay Using Gibbs Reflective Cycle Evaluation

The only good thing observed is that this is a small healthcare facility and that the staff seemed to work as a team and communication between them was easy. However, the facility was understaffed, and one nurse was expected to handle more than five patients. I was not happy with the care provided in this healthcare facility. My main concerns were of the wrong quality of services; for instance, there was no privacy as the ward was noisy, crowded and I could pick some stale smells such as smell of urine. We served pureed food in plastic dishes did not provide any feeding aid even for patients in critical conditions.  Moreover, lack of patient’s dignity is dehumanizing experience and frustrating. The two medical staffs that I interacted with were cold and uncaring.  All these internal and external factors were not in agreement with a healing environment that supports inherent healing capacity of patients and their healthcare providers.

Reflective Essay Using Gibbs Reflective Cycle Analysis

I believe that the healthcare systems are developed to stimulate and support the healing capacity of the patients. An effective healing environment is described by people’s relationship and the surrounding circumstances. Human beings are multidimensional and complex such that their healing involves cohesion of the mind, body, and spirit. Also, individuals are significantly influenced by their physical environments. Therefore, a holistic healing calls for a patient –centered approach (Smith et al., 2013).

These facts are supported by Florence Nightingale environmental theory. Based on this theory, disease is health restoration process, and the staff has a major role in balancing the internal and external environments to facilitate quick recovery from the disease. Providing suitable environments for patients includes an environment with proper ventilation, heat, noise, free from bad odors and with appropriate lighting. The quality of space and privacy is dear to me and other patients I believe. Surprisingly, I noticed that the healthcare facility was crowded and dirty. The spaces between beds were too small that it could not accommodate the visitors appropriately. Other restrictions observed include lack control over the lighting and noise made by the visitors. No safety net is put in place in this healthcare facility, which made it difficult to control one’s emotions and pain (Sakallaris et al., 2015).

Another barrier noted during this experience is cultural and language barriers. From my knowledge, no assessment was done, they did not ask about my values or beliefs. In fact, the staff seemed distance and disinterested. To deliver quality care, the healthcare providers must appreciate the fact that culture plays an important role on the patient outcomes. Culture is complex as it includes shared beliefs, values, traditions and in some cases language. Each encounter with a patient is an opportunity to learn about another different culture and to understand the cultural aspects that should be integrated into the patient care plan (Weaver et al., 2013).

Reflective Essay Using Gibbs Reflective Cycle Conclusion

Patients have high expectations whenever they access healthcare. From my experience, the healthcare staff in healthcare facility lack clinical professionalism and particular imperative clinical skills. They need to polish their cultural competence to improve their focus on nursing care. This is because of organizational culture, as well as its staff attitudes plays a vital role in delivering of care. Therefore, effective and quality care starts with the staff because spot checks and regulations cannot mitigate poor care (Hatah et al., 2015).  Also, patients need to talk openly about the nursing care they receive. I should have voiced my opinion to the relevant authorities.

Reflective Essay Using Gibbs Reflective Cycle Action plan

Respect and dignity are some of the core healthcare professional values. The healthcare staffs are expected to comply with the patients and to understand their needs, priorities, and abilities. Some of the action plans that can be adopted by the healthcare facility include undertaking refresher training on how to engage patients in their care plans. This includes introducing themselves by their names during their first encounter as it helps to create a good rapport between the patient and the healthcare providers (Huisman et al., 2012). To improve communication between the healthcare providers and patients, the healthcare staff should undergo training so that they can understand the importance of addressing the patients respectfully and to remain culturally competent. Also, the administration needs to understand the importance of developing a healing environment. Human dignity and confidentiality are also important aspects for each patient. The organization should hire a translator who can help with translation instead of asking a total stranger to translate as this is breach of patient’s privacy and confidentiality (Weaver et al., 2013).

Reflective Essay Using Gibbs Reflective Cycle Critical reflection

In my opinion, the healthcare facility that I attended needs a transformational leadership so that they can focus on patient healing and establish culture excellence. Healthcare facilities are driven by their commitment to promoting healing and health creation (Neck & Manz, 2012). Therefore, they must develop appropriate structures, healthcare processes as well as resources that stimulate and support the healing process using deliberate positive relationships, shared decision making as well as person-centered care planning. The healthcare organizations should learn to prioritize and optimize the well-being of their patients (Spring et al., 2015).

Patient’s wholeness is congruence of the mind, body, and spirit experienced through their interactions with the healthcare providers. Therefore, healing process is operationalized by the environment. The healing relationship is established deliberately and calls for skillful communication and attention to the clinical relationships (Sakallaris et al., 2015). Another critical skill important for healing process is trust. Trust develops slowly and is a consequence of respect, integrity, and kindness. To inspire trust, it requires congruency between personal morals and the healthcare disciplinary or professional ethics. Mindful training has been shown to improve clinician resilience and to enhance their communication skills and consequently improve physician-patient relationships that result in better patient outcomes (Medeiros, Enders, & Lira, 2015).

Social support is also important in improving patient well-being. There is substantial evidence on the effect of social support from healthcare staff, and the family reduces mortality and improves health outcomes (Strom & Egede, 2012).  However, the healthcare providers need to establish the limit on the number of people visiting patients at a time. This will help create a healing environment and reduce cross infections incidents. It is important to establish a balance between the physical environments and social support that does not affect other patients (Medeiros, Enders, & Lira, 2015).  An unlimited number of visitors per patient results into overcrowding that may result to noncommon aspects important to patient’s health such as aeration. Also, overcrowding in the ward also influences the sanitary conditions of the ward as it makes it difficult to maintain hygiene or cleanness and about lighting and spread of contagious infections. Another common issue presented with poor healing environments includes unnecessary noises that are dangerous to the patients. It disrupts a piece of mind and may cause increased agitation (Erenler et al., 2014).

From this experience, I also learned that culture greatly influences health. Culture refers to the pattern of ideas or behaviors shared by certain group of people in the society. Culture is diverse and continuously evolving, but their evolution rate varies from culture to culture (Hatah et al., 2015). When in a foreign country, cultural shock occurs and the struggle between cultures and in balancing between understanding the new cultural values and respecting their own. For instance, I found the hospital staff cold and unfriendly. I later came to learn that not looking directly in the eyes when talking to another person is a sign of respect. Also, they are not unfriendly but that how they present themselves to people that they respect. However, it would also have been appropriate if the healthcare providers had explored other cultures so that they can learn and integrate the patient’s cultural values during care (Iwelunmor, Newsome, & Airhihenbuwa, 2014).

One approach to understanding culture is to check if it is ‘individualist’ or ‘collectivist.’ Understanding the difference between the two will help the healthcare providers to learn the best strategies during care planning. Evidently, the influence of culture on patient outcome is vast. This is because it affects people’s perceptions about disease, beliefs, causes of illness and health promotion approaches (Hatah et al., 2015). Understanding patient’s cultural value is important to prevent cultural bias associated with healthcare perceptions and preferences. Increasing awareness of cultural values helps the healthcare providers to negotiate the differences and to incorporate them during diagnosis as well as a treatment plan. If the healthcare providers in this healthcare facility are trained, they will demonstrate awareness of their culture; promote trust and better patient’s outcomes (Weaver et al., 2013).

Reflective Essay Using Gibbs Reflective Cycle Conclusion of reflection

The recognition of patient strong beliefs and incorporating them in healthcare improves patients trust and their satisfaction. Developing care plans for more ethnically and diverse populations should include cultural competence. Healthcare practice is a continuous process that is based on relevant physician knowledge and appreciation of cultural influences that affect care (Hatah et al., 2015).

This experience was frustrating and distressing but very informative. Healthcare providers should be trained to augment their ability to care for the diverse society.  The healthcare practice is a lifelong learning process, and health care providers must learn to integrate new culture into their care plan. Also, it is important to improve knowledge on the principles of holistic care and that of a healing environment.

Reflective Essay Using Gibbs Reflective Cycle References

Erenler, A. K., Akbulut, S., Guzel, M., Cetinkaya, H., Karaca, A., Turkoz, B., & Baydin, A. (2014). Reasons for Overcrowding in the Emergency Department: Experiences and Suggestions of an Education and Research Hospital. Turkish Journal of Emergency Medicine , 14 (2), 59–63. http://doi.org/10.5505/1304.7361.2014.48802

Hatah, E., Lim, K. P., Ali, A. M., Mohamed Shah, N., & Islahudin, F. (2015). The influence of cultural and religious orientations on social support and its potential impact on medication adherence. Patient Preference and Adherence , 9 , 589–596. http://doi.org/10.2147/PPA.S79477

Health Academy. (n.d.). Teaching reflective writing. Retrieved from http://www.heacademy.ac.uk/resources/detail/new-to-teaching/STEM-esources/teaching-reflective-writing

Huisman, E. R. C. M., Morales, E., Van Hoof, J., & Kort, H. S. M. (2012). Healing environment: A review of the impact of physical environmental factors on users. Building and Environment , 58 , 70-80. https://doi.org/10.1016/j.buildenv.2012.06.016

Iwelunmor, J., Newsome, V., & Airhihenbuwa, C. O. (2014). Framing the impact of culture on health: a systematic review of the PEN-3 cultural model and its application in public health research and interventions. Ethnicity & Health , 19 (1), 20–46. http://doi.org/10.1080/13557858.2013.857768

Medeiros, A., Enders, B., & Lira, A. (2015). The Florence Nightingale’s Environmental Theory: A Critical Analysis. Escola Anna Nery , 19 (3), 518-524. https://dx.doi.org/10.5935/1414-8145.20150069

Neck C.,& Manz C. (2012). Mastering self-leadership: Empowering yourself for personal excellence (6th ed.). Upper Saddle River, NJ: Prentice Hall.

Sakallaris, B. R., MacAllister, L., Voss, M., Smith, K., & Jonas, W. B. (2015). Optimal Healing Environments. Global Advances in Health and Medicine , 4 (3), 40–45. http://doi.org/10.7453/gahmj.2015.043

Strom, J. L., & Egede, L. E. (2012). The Impact of Social Support on Outcomes in Adult Patients with Type 2 Diabetes: A Systematic Review. Current Diabetes Reports , 12 (6), 769–781. http://doi.org/10.1007/s11892-012-0317-0

Spring, B., King, A., Pagoto, S., Van Horn, L., & Fisher, J. (2015). Fostering Multiple Healthy Lifestyle Behaviors for Primary Prevention of Cancer. The American Psychologist , 70 (2), 75–90. http://doi.org/10.1037/a0038806

Smith, L. L., Lake, N. H., Simmons, L. A., Perlman, A., Wroth, S., & Wolever, R. Q. (2013). Integrative Health Coach Training: A Model for Shifting the Paradigm Toward Patient-centricity and Meeting New National Prevention Goals. Global Advances in Health and Medicine , 2 (3), 66–74. http://doi.org/10.7453/gahmj.2013.034

Weaver SJ, Dy S, Lubomski LH, et al. (2013). Promoting a Culture of Safety. In: Making Health Care Safer II: An Updated Critical Analysis of the Evidence for Patient Safety Practices. Rockville (MD): Agency for Healthcare Research and Quality (US); Mar. (Evidence Reports/Technology Assessments, No. 211.) Chapter 33. Available from: https://www.ncbi.nlm.nih.gov/books/NBK133394/

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Gibbs Reflective Cycle

Gibbs Reflective Cycle Gibbs Reflective Cycle Introduction This paper focuses on the hearing impairment in people, specifically in old age. I will put light on a personal experience using GIBBS's reflective cycle. It occurred with one of my clients. I would highlight my learning and development which I gained through this experience. I would reflect upon this incident that how it made me effective in achieving my preferred practice. I would describe my opinion, thinking and approach about the incident that occurred. It will also show the quality care I provided; the skills that I developed during my training and what I learned from the incident thereafter. To show how this incident developed and what I learned, I would demonstrate it through GIBBS model. It would guide my reflective process (Oborne, 2002, 103). Importance of GIBBS Model The reason for choosing GIBBS model (1998) is because it is a reflection model which is structured on six different stages. This helps in describing the incident thoroughly and its development and after effects. This model travels around six phases, which provides a reflection process. The six points include a description of the incident, personal feelings, evaluation, analysis, conclusion and finally action plan. Reflection refers to an active flow where the development of understanding takes place that how social, historical, cognitive, cultural and personal experience contributes towards professional knowledge and practice (McNulty, 1999, 12). Further, Reflection refers to an active flow where the development of understanding takes place that how social, historical, cognitive, cultural and personal experience contributes towards professional knowledge and practice (McNulty, 1999, 12). Gibbs' (1988) reflective model consist of six stages: description, feelings, evaluation, analysis, conclusion and an action plan. This framework is being acknowledged as one of the principal approaches to reflection; however, this is similar to that of Boyd and Fales (1983). Reflective Techniques It closely analyses the importance of reflective techniques and the process in which they could be applied to different situations. Key findings are supported by theoretical evidence such as Gibbs' 6 stages (1998) and Kolb's learning cycle (1944) that represent the various steps needed for reflection. Throughout the report I have used both Reflection-on-action by reflecting back on the incidents and Reflection-in-action techniques (Schon, 1987, p. 121) by explaining how I used reflection during the task to solve some of the issues faced. It has been identified that the three characteristics or attitudes of people who are reflective are; open-mindedness, responsibility and wholeheartedness (Dewey, 1933, p.22). We form understandings and ideologies through our experiences at work, however, until we reflect and understand why we acted in that matter, this understanding remains intuitive. Description of the Incident The patient I was charged for was Pete who was a Caucasian man in his early seventies. He was known to having hearing problems for the last twenty years or so, and he was accepting treatment. He was regularly seen by the doctors in the out-patient clinic, by a support worker and me, as his assigned doctors. Pete used to abuse alcohol and on numerous occasions had been referred to ...

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Gibbs’ reflective cycle:

Several equipment are to be had to mirror at the essential incident. Gibbs reflexive cycle is one among them. Its far used to reflect at the important incidents (Potter 2015). Someone taking component in such event can advantage a superb or terrible effect. Studying from such occasion is evaluated through Gibb’s reflective cycle. The events are normally from the personal, realistic or learning regions. This device is greater useful for the new students (Huseb? O’Regan and Nestel 2015).

This device is used to explain the event well. After that, the emotions and important considering human beings are measured. Then, the revel in is evaluated. Those studies can be top or bad. Subsequent step is the very crucial step. On this step, evaluation is done. This step enables the human beings to make experience from the incident. Therefore, the learner can advantage some critical lessons. He can understand what will be the better strategy to address the situation. In the long run, the movement plan is derived.

Bella Hamilton

Proficient in: Moral

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Accordingly, the character can learn what he ought to do in future if he falls within the comparable situation.

Private opinion and experiences are blanketed inside the reflexive essay. Right here I have gotten an opportunity to jot down about my private enjoy because the leader. In this reflexive essay, my strengths, as well as my weaknesses, have been discussed in details. After pointing out my weaknesses, I have derived a few vital action plan to conquer these weaknesses. For you to turn out to be an amazing leader, it’s far important to overcome such weaknesses.

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On this reflexive essay, I have written about the bad or superb influence of the circumstances on me. This essay may be very beneficial to me to research extra about myself. In order to identify my style of gaining knowledge of, this essay is helpful. After knowing mastering fashion of me, I shall be capable of understand how to improve myself. Its far essential to improve myself to be a great leader. A great chief can assist his followers. I can also triumph over every scenario without any trouble.

Management is one of the most essential individual tendencies (Paterson and Chapman 2013). A corporation or a set of people is led by way of someone has the management capability. Someone who has the significant pleasant to lead an enterprise is called a frontrunner. The idea of management may be labeled in keeping with the various functions. So that it will be a brilliant chief, the person should have some non-public management trends. Trait concept, brilliant guy concept, Behavioral theory, transformational principle and Transactional concept are the instance of some famous theories of leadership (Yolk 2013). Required private tendencies to a first rate leader are described inside the Trait principle. Physical feature, character function and intellectual characteristics are described in Trait idea. These traits help to identify a real leader. So that you can be a terrific leader, he need to be honest, ambitious, self-confident, enthusiastic, shrewd and most importantly he must task related information (Daft 2014). Like different theories, Trait theories also have some barriers. To forecast the headship in each form of situation, there aren’t any common features. The behavioral circumstance may be predicted higher within the susceptible situation rather than the tough situations via the Trait concept.

With a purpose to be a brilliant leader, it’s far expected that the subsequent characteristics are inside him. Honesty is one of the top notch virtues of a leader (Goldman 2017). The chief must speak together with his followers very well. Consequently, verbal exchange skill could be very critical in management (Fair Hurst and Connaughton 2014). His self-belief degree have to be very excessive. His commitment closer to works must be substantial. He also has a few wonderful mindset. Creativity is another critical private trait of a leader.

Ive involved in three class sports. Involving in this class sports, I have come to recognize that I should broaden some regions. Understandable vision is needed to grow to be a pacesetter. I have to be patient sufficient to handle all situations. I need to be passionate toward my work. I need to develop a few management characteristics to be the function version for my fans. I must be involved in motivating others. I must admit my faults and weakness. I have to take necessary movement plan to conquer those weaknesses.

to be able to distinguish between various procedures to the idea and practice of moral management, we advocate to practice the three-stage leadership model: ethics of the leader, the way of moral leadership and the coronary heart of management. Let us live in brief on every of the ranges. First, there are theories regarding ethical behavior of enterprise leaders primarily based on excessive non-public ethical standards and position modelling. it’s been stressed that leaders who behave morally are in all likelihood less susceptible to ethical transgressions in their enterprise practices . At the same time, we have to admit that this kind of technique can lead to maintaining leaders in my view responsible to higher standards of morality that they are not having the ability to stay up . Catherine Marsh describes characteristics including mindfulness, engagement, authenticity and sustainment. The fee attitude of mindfulness is composed of the valued methods of ethical management: remark, time for reflection, structures wondering, rational method and talk and questioning. The price perspective of engagement embraces range, cultivates relationships, terminates relationships and encourages hazard taking. Authenticity represents non-public integrity and self-knowledge; sustainability is composed of the valued strategies of moral management. The second one institution (stage) of theories concerns the means of ethical management. This method to look for from the point of view of unique actions which can be taken in appearing management capabilities. Another manner would be to view the approach of management in phrases of patterns or fashions of leadership. The latter approach allows higher knowledge of the diverse movements inside the precise management version. But the trouble is composed inside the reality that none of the management styles is inherently moral or immoral, although a number of them generally tend to figure moral dimensions the whole thing is going when the task must be accomplished. The way how leaders ethical/unethical behavior impacts their subordinates is being analyzed in various studies papers, the attention of investigators typically is paid to components of leadership such as unethical behavior of fans, multifocal social exchange attitude, trickle-down impact of ethical affect, phenomenon of social distance, dating warfare and management of ethics. Given their positions in businesses, supervisors are regularly deemed legitimate fashions for normative behavior. The above-point out factors make it viable to broaden the idea/model of the leadership of ethics (ELI, ethical management stock) consisting of three phases. The ELI translates leadership as a complicated, continuous technique expressing itself in an in depth array of inter-based behavioral moves. The 1/3 stage of ethical leadership presupposes life of a common challenge and vision.

leaders earn credit score and appreciate from their followers through thinking about their wishes above their private desires and taking into consideration moral outcomes of their key choices (Groves & Lorca 2011). They have an effect on others by way of growing collective vision and inspiring them to look for a commonplace suitable, rather than their self-interest. A social studying angle of ethical leadership proposes that leaders have an effect on others through modelling (observational learning, imitation and identity). In our opinion, this assemble of ethical management is the most fruitful because it lets in (a) to broaden a version of moral management beginning from the bottom up, this is, thinking of the particular business situation and ethical organizational subculture, and (b) to workout particular criteria for management. Brown and others advocate that leaders emerge as appealing, credible and legitimate moral function fashions by way of engaging in ongoing behaviors which might be evaluated by means of the fans as normatively appropriate (Brown et al. 2005).

instrument to degree perceptions of moral leadership the ethical leadership Scale which consists of factors which includes (1) listening to what personnel have to mention; (2) disciplining personnel who violate moral standards; (three) engaging in his/her personal life in an moral way; (four) having the pleasant pursuits of employees in mind; (five) making honest and balanced decisions; (6) being truthful; (7) discussing enterprise ethics or values with employees; (eight) placing the behavioral instance; (nine) defining success not only by means of effects but additionally by using the way that they’re obtained; and (10) usually asking query what is the right element to do? (Brown, et al. 2005). In sum, the difference of this model from all others lies within the reality that assessment is being executed by way of the employees.

References:

Daft, R.L., 2014. The management experience. Eng

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Gibbs' reflective cycle

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Gibbs Reflective Cycle

Gibbs reflective cycle research paper.

The Gibbs reflective cycle includes 6 stages of Reflection Description of situation I had admitted and looked after a patient for 3 days. Mrs X who came in following a fall at home and presented with multiple bruises, and X-ray revealed a traumatized hip leading to limited movement. I have explained to Mrs. X the need to call for assistance whenever she needed to walk for a short distance such as going to the toilet by pressing her nurse bell to ensure her safety and prevent further fall. On my

Reflective Assignment

The purpose of this reflective essay is to demonstrate an understanding of the differences between argument and assertion. The essay demonstrates the ability to be able to comment on the strengths of argument. Likewise, the essay also demonstrates a recognition of strengths and weaknesses of my own ability and how recognising strengths and weaknesses allows an individual to develop their own lifelong learning ability. The importance of developing lifelong learning is discussed in this assignment

Reflection On Pressure Sore

Reflective writing on pressure sores Pressure sore also known as pressure ulcers or bed sores, it defines as areas of localised skin impairment resulting from underlying tissue damage caused by excess pressure averting blood circulation and causing a lack of oxygen and nutrients to tissue cells whereby tissue cells die and pressure damage is triggered. They can develop anywhere on the body, but are common to areas that have little body fats; like heels, buttocks, hips and lower back. Now I’m going

My Clinical Experience Analysis

Conclusion: The Gibbs’ Reflective Cycle did a amazing job in identifying my strengths and weaknesses. It helped me to pinpoint some areas that I really need to work on and also helped me really think about how my experience went. This model was quite easy to use and now I understand the value of reflective learning and also how to use a model such as the Gibbs model. References: The institutions policy states that, “It is the policy

Reflection On The Marking Workshop

the group discussion , we scored each section of the marking criteria grid , it can guild us step by step what we have learnt in this module and reflected any misunderstanding before. Gibbs’ model of reflection: In this module , it shows us a few of reflective cycles. In the following essay , I have chosen Gibbs’(1998)model of reflection . This model includes the following: description, feelings, evaluation, analysis, action plan and conclusion. Description: On day 3, lecturer gave us an assignment

Sterility Reflection

Introduction For this assignment I am doing now, I need to write a reflective article regarding an event or situation occurred when I was an employee in Major Operating Theatre (MOT) in Singapore General Hospital (SGH) to maintain the importance of sterility. I will be using the Gibbs cycle for my reflective article. It consists of 6 stages. They are Description, Feelings, Evaluation, Analysis, Conclusion and Action Plan, in which I believe it will enable me to improve on the flaws I had in the

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Gibbs reflective cycle

Gibbs Reflective Cycle

Posted on: January 6, 2020

Author:  Clare Hopkinson

Reflection is a key aspect of the personal and professional development that nurses are required to undertake to keep pace with the changing nature of practice. It helps ensure safe and effective evidence-based care by allowing nurses to constantly improve their skills.

This article brings a fresh perspective to G ibbs Reflective Cycle  for nurses starting out in practice and shows how critical reflection can be used as a systematic and thoughtful approach to improve and develop skills. It also explains why it is necessary to go beyond this model and includes ideas and activities for how to put this into practice by keeping a diary.

Why is Reflection important for nurses?

We all engage in the kinds of conversations in which the shortcomings of systems, organisations or other people are identified and where simple solutions for making things better are suggested. Unfortunately, the same cannot always be said in relation to ourselves: indeed, we rarely engage in conversations that identify our own shortcomings, let alone provide solutions for improving our performance as nurses. If nothing else, reflection provides an opportunity to review the effects and consequences of our behaviour and actions.

By using a structured form of reflection it can enable you to identify your role in an incident and to help you to begin to understand how the incident might have been avoided altogether. From this a plan of action can be constructed to assist you with personal and professional development.

To develop is to improve. Development occurs when things can be said to have improved. Development is intimately bound with thinking; thinking about the way things are now and thinking about the way things might be improved: and to engage in thinking about things in this way is to engage in reflection. Thus reflection is an essential feature of development, and as suggested above, most of us engage with this type of activity on an everyday basis. We might not normally call this ‘reflection’ but when we think about how things are and how they might be improved we are reflecting on what is and what might be.

Personal development is personal improvement, while professional development involves improving experiences of health and nursing care for patients. So in a professional sense, engaging with reflection (i.e., thinking about how things are and thinking about how they might be improved for patients) must be accompanied by action (i.e., actually doing something in an attempt to make things better for patients). Thus reflection is an integral part of personal and professional development.

Gibbs Model Of Reflection

gibbs reflective cycle

The simple cyclical structure of gibbs reflective cycle model makes it easy to use and popular among nurses. It is useful as it emphasises the link between reflection and action (and this can assist in setting a personal development plan). However, it neither encourages consideration of other people in (or affected by) the event nor does it require examination of motives, values, knowledge, or congruence between thoughts and actions. While action-based and thus relevant for professional development it may not encourage deeper reflection of self and thus may be limited in terms of personal development.

gibbs reflective cycle research paper

Reflective Nursing Journal

A deeper understanding of ourselves can be achieved through writing. Written reflection is a common theme in the literature as a way of reflecting on action but it is strewn with confusing language. There are learning logs, journals, portfolios, structured accounts, reflective models, reflective reviews and personal diaries. Some reflective writing is public (e.g., a portfolio for an assignment) while other writing is private (e.g., a diary). Through writing, nurses can be encouraged to reflect on critical incidents from practice (I prefer the term ‘stories of experience’). These stories are usually prompted by some emotional or ethical discomfort. Stories can focus on positive or negative experiences and allow you the chance to view events from a distance, considering:

• What happened, paying attention to the context and detail of the story. • What you did and why you did it. • What you felt about the experience and how this may connect with past experiences. • What you have learned about yourself, others, your practice. • What were the gaps in your knowledge, attitudes and skills. • What could be done differently. • How your practice has changed now you have read or considered a different way of working.

The stories help you to identify areas of knowledge and skills for development and help you to explore the context in which you practise. There are many questions that you can ask yourself to develop your learning from a story of practice. This can form part of your informal diary writing or more formal writing for a public portfolio document. As you get more practised at writing you will develop your own ability to ask questions in order to develop your practice insight.

However, writing does not come easily to everyone and some individuals may need regular practice if patterns are to emerge or if deeper learning from experience is to take place. When you first start, it can be useful to share your writing with others: a tutor or a friend, perhaps, who can help you to question your practice. Depending on your preferred way of knowing you may find it challenging. Do not be put off writing just because it is difficult. Try experimenting with different ways of writing, either with different models or just putting your thoughts down in no particular order, just as they come (free-fall writing) and your ability to analyse your experiences will begin to develop.

gibbs reflective cycle research paper

My preference is to use an A5-size notebook and write two or three times each week. Like many people, I find it easier to write about negative (rather than positive) experiences. However, this tends to remind me of my weaknesses rather than my strengths and this can undermine my self-esteem. Sometimes I go weeks without writing; other times I write in short bursts of 10 minutes most days.

Writing two or three times a week can allow you to process the emotional component of work and re-reading old diaries provides me with insights into my patterns of thinking and behaviour, allowing me to make changes. Several of my diary entries involve pre-planning and these sometimes become ‘to do’ lists (these help me to clarify my need to act). I have evolved my own method of keeping a diary which often is just free-fall writing. When I do structure my writing, I tend to use the following:

• I notice – this tells the story of what happened. • I feel – these notices are how I felt and how I feel after writing. • I imagine – this involves me thinking about others involved in my experience. If I am critical of others what is this saying about myself? What might be some of the consequences of this for myself and others? • I want – this often turns into a ‘to do’ list of actions as it is not always easy to decide what I want. Sometimes I decide what I do not want first! • What have I learned or achieved? – even if the experience has been difficult this helps to reframe it and allows me to let go of the emotional component.

We hope that reading this blog post will encourage you to have a go at reflection and find for yourself its value in your development as a professional nurse. In this way you can learn to become a reflective practitioner and begin to use your personal and professional experience as a means for continuing development.

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COMMENTS

  1. 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. Overview Gibbs' Reflective Cycle was developed by Graham Gibbs in 1988 to give structure to learning from experiences.

  2. (PDF) Using GIBBS' reflective cycle in making ...

    Gibbs reflective cycle is an effective model for 12 teaching of reflection. After workshop, there was good reflection of description of situation along with feelings, critical analysis of...

  3. PDF Gibbs' reflective cycle

    Gibbs' reflective cycle Gibbs (1988, p.49) created his "structured debriefing" to support experiential learning. It was designed as a continuous cycle of improvement for a repeated experience but can also be used to reflect on a standalone experience. One of the key things about Gibbs is the acknowledgement of the importance of Feelings ...

  4. A reflective cycle: Understanding challenging situations in a school

    Gibbs' reflective cycle was a helpful aid for teaching staff when reflecting on their feelings, thoughts, and actions related to challenging situations. The participants tried to understand the challenging situations from the pupils' point of view and considered the situations as opportunities to learn to review their professional practice.

  5. Gibbs' reflective cycle.

    Based on Gibbs' reflective cycle with its main stages of description, feelings, evaluation, conclusion and action (See Figure 1 ), I designed a reflective journal template with some guiding...

  6. Gibbs' Reflective Cycle

    Gibbs' Reflective Cycle is an evidence-based self-reflection tool that can help people to examine their experiences and identify new measures for improving them and acquiring additional ideas (see Figure 1). This framework has become essential in the fields of nursing and healthcare delivery (Doolen, 2017).

  7. Sample Essay Using Gibbs' Reflective Model

    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).

  8. Gibbs Reflective Cycle Essay Example

    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).

  9. PDF A short guide to reflective writing

    Gibbs' Reflective Cycle Graham Gibbs (1988) created a reflective learning cycle, including the role of feelings: Description ... student's reflective essay. Consider how the writer develops a line ... reviews for assessing research. I found that using systematic reviews saved time searching through

  10. Gibbs' Reflective Cycle

    Graham Gibbs published his Reflective Cycle in 1988. There are five stages in the cycle: 1. Description. 2. Feelings. 3. Evaluation. 4. Conclusions. 5. Action. You can use it to help team members think about how they deal with situations, so that they can understand what they did well, and so that they know where they need to improve.

  11. Contemporary Leadership in London Energy Company Essay

    Reflective Models-Gibbs Reflective Cycle. Gibbs's cycle of reflection is the second model that can be used for evaluating a leader's effectiveness. ... B., Hill, B., Nelson, R., and Ricks, M. (2020), 'Asking the right questions: Using reflective essays for experiential assessment', Journal of Experiential Education, Vol. 43, No. 1, pp ...

  12. (PDF) Gibbs' Model of Reflection

    Download Free PDF Gibbs' Model of Reflection Rabea Salameh Read Article Holding Safely: A Guide for Residential Child Care Practitioners and Managers about Physically Restraining Children and Young People Laura Steckley Download Free PDF View PDF 2005 • Irma Mikkonen Download Free PDF View PDF 2000 • Chris Watkins, Caroline Whalley, Patsy Wagner

  13. Essays tagged as: Gibbs' Reflective Cycle

    Introduction: Gibbs' reflective cycle has 6 stages. They are usually given the following headings: 1. Description 2. Feelings 3. Evaluation 4. Analysis 5. Conclusion 6. Action Plan As part of my Overseas Nurse p... Sample Undergraduate 2:1 Nursing Reflective Practice Essay 20th Nov 2018

  14. Gibbs Reflective Cycle

    In 1988, the American sociologist and psychologist Graham Gibbs published his Reflective Cycle model in his book ' Learning by Doing '. Gibbs Reflective Cycle encourages people to think systematically about the experiences they had during a specific situation, event or activity. Do you want unlimited ad-free access and templates? Find out more

  15. Gibbs Reflective Cycle Teaching Resources

    This Gibbs' reflective practice activity is a colourful and fun way to introduce reflective practice to your students. It is targeted for learners aged 14-19 years old, but can be used on younger learners, depending on their level. This is a 3 step activity: First of all, learners needs use the first page to identify the Gibbs' cycle and read ...

  16. Reflective Essay Using Gibbs Reflective Cycle

    Gibbs reflective cycle is the most preferred model for reflection because it encourages systematic thinking process about an experience or activity. The model was developed by Professor Graham Gibbs and is useful in helping reflective practice. The model comprises of 6 stages including; a) Description, b) feelings, c) evaluation, d) analysis, e ...

  17. Gibbs Reflective Cycle

    Further, Reflection refers to an active flow where the development of understanding takes place that how social, historical, cognitive, cultural and personal experience contributes towards professional knowledge and practice (McNulty, 1999, 12). Gibbs' (1988) reflective model consist of six stages: description, feelings, evaluation, analysis ...

  18. Gibbs' reflective cycle Free Essay Example

    Gibbs' reflective cycle: Several equipment are to be had to mirror at the essential incident. Gibbs reflexive cycle is one among them. Its far used to reflect at the important incidents (Potter 2015). Someone taking component in such event can advantage a superb or terrible effect.

  19. Gibbs Reflective Cycle

    Gibbs Reflective Cycle Research Paper 669 Words | 3 Pages. The Gibbs reflective cycle includes 6 stages of Reflection Description of situation I had admitted and looked after a patient for 3 days. Mrs X who came in following a fall at home and presented with multiple bruises, and X-ray revealed a traumatized hip leading to limited movement.

  20. Gibbs Reflective Cycle

    Gibbs Model Of Reflection The simple cyclical structure of gibbs reflective cycle model makes it easy to use and popular among nurses. It is useful as it emphasises the link between reflection and action (and this can assist in setting a personal development plan).