gibbs reflective cycle education example

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Gibbs' Reflective Cycle

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

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

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

Below is further information on:

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

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

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

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

Description

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

Helpful questions:

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

Example of 'Description'

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

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

Example of 'Feelings'

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

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

Example of 'Evaluation'

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

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

Example of 'Analysis'

Conclusions.

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

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

Example of a 'Conclusion'

Action plan.

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

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

Example of 'Action Plan'

Different depths of reflection.

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

Adapted from

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

Gibbs Reflective Cycle

Saul McLeod, PhD

Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

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Olivia Guy-Evans, MSc

Associate Editor for Simply Psychology

BSc (Hons) Psychology, MSc Psychology of Education

Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

Gibbs’ Reflective Cycle is a theoretical model, developed in 1988 by Professor Graham Gibbs, that provides a structured framework for experiential learning through a structured six-stage process of reflection.

This cyclical model, as opposed to a linear one, emphasizes the importance of continuously revisiting experiences, analyzing them from different angles, and using the insights gained to inform future actions and improve decision-making.

Originally designed for nursing, the model has since been widely adopted across various professions and industries for self-improvement, coaching, and mentoring.

It emphasizes the importance of reflecting on experiences to gain insights, learn from mistakes, and improve future actions.

6 Stages of the Gibbs Reflective Cycle

The Gibbs Reflective Cycle is a structured framework designed to guide individuals through the process of reflecting on experiences in a systematic way.

If you’re new to structured reflection, begin with reflecting on less complex experiences. Don’t expect transformative insights from every reflection—it’s an ongoing process.

Approach reflection with a growth mindset, viewing challenges as opportunities for learning rather than occasions for self-judgment.

Developed by Graham Gibbs in 1988, it consists of six stages that help individuals analyze their experiences and learn from them. Here’s how it works:

Stage 1 – Description

The  description  stage is the first step in Gibbs’ Reflective Cycle and serves as the foundation for the entire reflection process.

The primary goal of this stage is to provide a clear, objective, and factual account of the event or experience without delving into analysis, interpretation or emotional input

The goal is to establish a clear and concise understanding of what transpired.

This stage is not about analyzing why things happened or how you felt; it’s about establishing a neutral and comprehensive account of the event as the foundation for deeper reflection in the following stages.

Stick to a factual and objective recounting and avoid using emotionally charged language or making judgments about the experience.

Think of it as setting the scene for your reflection, like a journalist reporting on an event or a novelist describing a scene. The goal is to paint a clear picture of what happened, free from personal interpretations, emotional responses, or judgments.

What does it mean to describe the experience in the Gibbs reflective cycle?

• Context: Begin by providing the essential background information about the experience. This includes specifying when and where the event took place. Was it during a meeting, a casual interaction, or a specific task during a work placement? Establishing the context helps ground the reflection and provides valuable information for later analysis.
• Participants: Next, identify who was involved in the experience. List everyone who played a role, even if their involvement was seemingly insignificant. This helps in understanding the dynamics of the situation and considering different perspectives later in the reflection process.
• Sequence of Events: Now, provide a chronological account of what happened . Detail the events in the order they occurred, focusing on objectivity and accuracy. Avoid making assumptions about the motivations of others or drawing premature conclusions. Just stick to the facts as they unfolded.
• Purpose: Reflect on the reason behind the event. What was the goal or intention at the time? Understanding the purpose can shed light on your actions and reactions during the experience, offering valuable insights during later stages of the cycle.
• Outcome: Finally, describe the result of the situation. What was the final outcome of the experience? Providing a clear picture of what transpired helps set the stage for evaluating the experience in the subsequent stages.

Example of a “Description” Stage Reflection

I am currently shadowing a midwife in a hospital setting as part of my midwifery training program. Yesterday, I witnessed a situation involving a first-time mother struggling to breastfeed her newborn. The mother was visibly distressed and the baby was crying inconsolably. The midwife I was with gently intervened and tried to guide the mother on different breastfeeding positions and latch techniques. However, despite their best efforts, both the mother and the baby continued to struggle. The midwife then suggested using a nipple shield to assist with latching, which the mother agreed to try. After a few attempts with the nipple shield, the baby finally latched on and began feeding. The mother’s visible relief was palpable and she expressed her gratitude to the midwife. The midwife provided positive reinforcement and encouragement, highlighting the mother’s perseverance and the successful feeding outcome.

Stage 2 – Feelings

Stage 2 of Gibbs’ Reflective Cycle focuses on exploring and analyzing the emotions and feelings experienced during the event, both your own and potentially those of others involved.

This involves reflecting on initial reactions, subsequent emotional shifts, and potential feelings of others involved.

This stage is not about judging or analyzing your feelings but rather about creating space for honest self-reflection and fostering self-awareness.

This stage is crucial for  developing emotional intelligence and understanding how emotions impact decision-making and actions.

How do I identify my feelings in the Gibbs reflective cycle?

• “What were your feelings before this situation occurred?”
• “What were your feelings while this situation occurred?”
• “What did you feel after the situation?”
• Recognize Emotional Shifts: After identifying your initial feelings, reflect on how your emotions might have evolved. Did your feelings change as the situation progressed or after it concluded? Did you experience a shift in perspective or understanding? Acknowledging these nuances in your emotional experience can provide valuable insights into your personal triggers and patterns of response.
• “According to you, how did other people feel during this situation?”
• “According to you, what do other people feel about this situation now?”
• Acknowledge All Feelings: Importantly, all emotions are valid in this stage. Avoid dismissing or downplaying any feelings, even those that might seem negative or undesirable. Allow yourself to acknowledge and accept the full spectrum of your emotional response without judgment.

By honestly exploring the feelings stage, you gain a deeper understanding of how the experience impacted you emotionally.

This sets the stage for a more insightful and balanced evaluation in the following stages of Gibbs’ Reflective Cycle.

Example of a “Feeling” Stage Reflection

Reflecting on the breastfeeding situation, I recall feeling a surge of anxiety as I witnessed the mother’s distress and the baby’s cries. I felt a sense of helplessness, unsure of how I could contribute as a student midwife still learning the ropes. As the midwife I was with stepped in, I felt a sense of relief, grateful for her expertise and calming presence. When their initial attempts proved unsuccessful, I felt a wave of empathy for the mother, imagining the immense pressure she must be feeling. However, when the baby finally latched on with the nipple shield, I felt a surge of joy and hope. The mother’s visible relief was contagious, and I felt a sense of privilege to witness this intimate and powerful moment.

Stage 3 – Evaluation

Stage 3 of Gibbs’ Reflective Cycle is the  evaluation  stage. In this phase, the focus is on critically assessing the experience by identifying what aspects worked well and what did not.

This involves a balanced consideration of both positive and negative elements of the experience, which helps in creating a comprehensive understanding of the event.

What should I consider when evaluating the experience in the Gibbs reflective cycle?

• What were the positive aspects? What went well?
• What were the negative aspects? What didn’t go so well?
• Even in primarily negative experiences, identifying positive elements is crucial for learning and growth.
• How did your actions contribute to the positive aspects of the experience?
• How did your actions contribute to the negative aspects of the experience?
• What did other people do to contribute to the situation (either positively or negatively)?
• Maintaining objectivity is key here. Avoid self-blame, but don’t shy away from acknowledging where you could have done better.
• What was missing? : Consider any actions or elements that were absent but could have improved the situation. This can provide insights into potential improvements for future similar experiences.
• Were there any external factors that contributed to the positive or negative aspects?
• Acknowledging these external factors helps provide a more comprehensive understanding of the experience.
• Was the experience generally positive or negative? Why?
• This overall assessment helps provide context for your analysis in later stages.
• If you are writing about a difficult incident, did you feel that the situation was resolved afterwards?

By thoroughly evaluating your experience from these different angles, you’ll be better equipped to analyze the “why” behind the outcomes and draw meaningful conclusions that can inform your future actions.

Example of an “Evaluation” Stage Reflection

Scenario: A student midwife is reflecting on her experience assisting a mother during labor. The labor was protracted, and the mother ultimately required an epidural after initially wanting a natural birth. The student midwife felt she wasn’t adequately supporting the mother’s emotional needs during this challenging labor.

• Positives: The mother was able to communicate her needs effectively. The medical team worked well together to ensure the mother’s safety and well-being. I was able to maintain a calm and professional demeanor throughout the labor and delivery.
• Negatives: I felt my communication skills were lacking, especially in providing emotional support to the mother as she transitioned from wanting a natural birth to requesting pain relief. I was focused on the clinical aspects of the labor and didn’t fully recognize the mother’s emotional distress. My lack of experience made me feel unsure of how to best provide comfort and reassurance during this challenging time.
• My Contributions: My focus on clinical tasks, while important, prevented me from fully recognizing and addressing the mother’s emotional needs. I could have been more proactive in seeking guidance from the experienced midwife on how to best support the mother’s emotional well-being.
• More effective emotional support strategies: If I had been more knowledgeable about different techniques for providing comfort and reassurance, I could have better supported the mother’s emotional well-being.
• Stronger communication skills: If I had been more adept at active listening and empathy, I might have picked up on the mother’s distress sooner and adjusted my approach.
• Greater confidence in my abilities: If I had felt more confident in my skills and knowledge, I might have been more proactive in providing support and less reliant on the experienced midwife’s guidance.
• External Factors: The protracted labor itself likely contributed to the mother’s distress, making it more challenging for her to cope with the pain and adjust to needing pain relief. The clinical environment of the labor ward, while designed for safety, might not have been conducive to the calming and supportive atmosphere she needed.
• Overall Experience: While the experience was ultimately positive in that the mother and baby were healthy, it highlighted areas where I need to improve my communication and emotional support skills. It made me realize that providing holistic care requires being attentive to both the physical and emotional needs of the mother.

Stage 4 – Analysis

Stage 4 of Gibbs’ Reflective Cycle is the analysis stage, which focuses on making sense of the situation and extracting deeper meaning from the experience. 

The analysis stage builds directly on the insights gained from the description, feelings, and evaluation stages. It’s where you bring those elements together to develop a more nuanced understanding of the experience and its implications.

By thoroughly analyzing your experience, you’ll identify key learnings, recognize patterns in your behavior, and develop strategies for improvement, leading to more effective actions in the future.

The analysis stage aims to examine the event in depth, exploring reasons behind what happened and considering different perspectives.

Analysis is where you shift from describing and evaluating the experience to critically examining why things unfolded the way they did.

This involves examining the situation from different perspectives, considering the viewpoints of others, and applying relevant theoretical models or frameworks to gain insights.

This stage requires critical thinking and a deeper level of reflection compared to earlier stages. It often involves looking beyond surface-level observations to uncover underlying causes and connections.

How do I analyze the experience in the Gibbs reflective cycle?

• Why did things go well?
• Why didn’t things go so well?
• Consider internal factors (your skills, knowledge, assumptions, feelings) and external factors (work environment, resources, other people’s actions).
• What theories, models, or concepts from your field of study can help you make sense of the experience?
• How does your experience align with or differ from what the literature says about similar situations?
• For example, a student midwife might draw upon communication theories, models of labor support, or ethical guidelines to analyze her actions and interactions during a challenging labor.
• How might they have perceived the situation differently?
• What factors might have influenced their perspectives?
• This step is crucial for developing empathy and understanding the complexities of interpersonal dynamics.
• Could you have responded to the situation differently?
• What might have been the potential outcomes of those alternative actions?
• This isn’t about dwelling on mistakes, but rather about learning from the experience to inform future practice.

Example of a “Analysis” Stage Reflection

Scenario: A student midwife is reflecting on her experience assisting a mother during a difficult labor that required an epidural. She previously identified that her lack of confidence and communication skills limited her ability to provide emotional support.

Stage 4: Analysis

• Why were my communication skills lacking? I can connect this back to Carper’s Ways of Knowing in Nursing, which emphasizes the importance of empirical, ethical, personal, and aesthetic knowing in nursing practice. While I had some theoretical knowledge of labor support (empirical), I hadn’t yet developed the confidence to apply it (personal) or fully grasp the emotional nuances of the situation (aesthetic).
• How could I have responded differently, considering relevant literature? “Midwifery education follows the theories of the andragogy model and seeks to inspire critical thinking skills to promote the application of theory to practice.” Reflecting on andragogy—specifically, the idea that adult learners (like the mother) bring their own experiences and perspectives—I could have sought to understand the mother’s birth plan more deeply. This might have revealed her values and fears, allowing me to tailor my support more effectively.
• What might have helped the mother feel more supported, considering different perspectives? The mother might have felt a loss of control when her birth plan needed to change. Applying the principles of informed choice and shared decision-making, as emphasized in midwifery practice, I could have explained the risks and benefits of different pain management options more thoroughly. This might have helped her feel more empowered in the decision-making process, even amidst challenging circumstances.
• How do my actions connect to ethical guidelines? The NMC Code emphasizes that midwives must “ensure that their knowledge and skills are up-to-date” and provide compassionate care. While I strove to provide safe care, my lack of experience hindered my ability to provide holistic support. To uphold these ethical standards, I need to proactively seek opportunities to develop my skills in emotional support and communication.

Moving Towards Action:

Through this analysis, the student midwife has identified specific areas for improvement:

• Seek mentorship: She could request additional guidance from experienced midwives in providing emotional support during challenging labors.
• Enhance communication skills: She could pursue continuing education opportunities focused on therapeutic communication techniques specific to labor support.
• Reflect on personal experiences: Journaling or reflecting on similar situations could help her develop her emotional intelligence and capacity for empathy.

By connecting her experience to relevant theory, considering multiple perspectives, and aligning her actions with ethical guidelines, the student midwife can transform this challenging experience into a valuable learning opportunity for her future practice.

Stage 5 – Conclusion

In Stage 5: conclusion , you consolidate the insights you’ve gained throughout the reflective process.

It’s where you explicitly state what you’ve learned from the experience, how your thinking has changed , and what you’ll do differently in the future.

This stage involves synthesizing the insights gained from the previous stages and drawing meaningful conclusions from the experience.

Key aspects of the conclusion stage include:

• What are the most significant takeaways from this experience?
• What new understandings have you developed about yourself, your practice, or the situation itself?
• Emphasize the importance of connecting reflection to professional development. What specific skills, knowledge, or attitudes do you need to develop further?
• How has this experience challenged your assumptions or previous ways of thinking?
• Have you gained a new appreciation for different viewpoints or approaches?
• Based on what you now understand, how would you approach a similar situation in the future?
• Be specific about the actions you would take or the approaches you would try.
• What are the skills you require to react in a more effective way the next time?
• Is there any chance that you could have approached the incident with a positive attitude or given only honest feedback at the moment?

Connecting Conclusion to Other Stages:

The Conclusion stage synthesizes the insights gained from all the previous stages:

• Description: You draw on the specific details of the experience to provide context for your conclusions.
• Feelings: Your emotional responses inform your understanding of the situation and your motivation for future change.
• Evaluation: Your judgments about what went well and what didn’t provide the basis for identifying areas for improvement.
• Analysis: Your exploration of contributing factors, alternative perspectives, and relevant theory enables you to draw informed conclusions.

A Strong Conclusion Demonstrates:

• Honesty and Self-Awareness: You acknowledge both your successes and areas where you can grow.
• Application of Knowledge: You connect the experience to relevant theories, models, or ethical guidelines.
• Commitment to Improvement: You articulate specific actions you will take to enhance your practice.

Remember, the conclusion stage is not just a summary of the previous stages. It’s an opportunity to synthesize your learning, articulate your insights, and formulate a plan for continued professional development.

Example of a “Conclusion” Stage Reflection

Scenario: A student midwife has reflected on her experience assisting a mother during a difficult labor that required an epidural. She has explored her feelings, evaluated the situation, and analyzed contributing factors.

This experience has highlighted the complexity of labor support and the importance of providing individualized care. While I was able to contribute to the mother’s physical safety, I realize that my lack of experience and confidence limited my ability to offer the compassionate, holistic support that defines excellent midwifery care.

Specifically, I’ve learned that:

• Emotional support requires more than just good intentions. I need to develop a broader repertoire of comfort techniques and communication skills to effectively address the emotional needs of women in labor, especially during challenging situations.
• Confidence comes from both knowledge and experience. To feel more confident in my practice, I need to proactively seek out learning opportunities that enhance both my clinical skills and my ability to apply theoretical knowledge in real-time.
• Reflection is crucial for bridging the gap between theory and practice. By engaging in critical reflection—using models like Gibbs’ Reflective Cycle—I can better integrate theoretical principles, ethical guidelines (like those outlined in the NMC Code), and the insights of experienced midwives into my own developing practice.

Moving forward, I will prioritize:

• Seeking mentorship from experienced midwives who can provide guidance and feedback on my labor support techniques, particularly in situations that require adaptability and emotional resilience.
• Attending continuing education workshops that focus on communication skills and evidence-based approaches to emotional support during labor.
• Reflecting on my experiences—both positive and challenging —through journaling and discussion to enhance my self-awareness, emotional intelligence, and empathy.

By taking these concrete steps, I can transform this challenging experience into a catalyst for growth, ensuring that I can provide truly woman-centered, holistic care as I continue my journey to becoming a competent and compassionate midwife.

Stage 6 – Action Plan

This stage focuses on converting the insights from the previous stages into a concrete plan for improvement, turning reflection into a catalyst for professional and personal growth.

This includes defining specific actions, developing preventive strategies for similar scenarios, and outlining how to apply learnings to enhance personal and professional growth in future situations.

Key aspects of the action plan stage include:

• This step involves outlining practical and achievable actions you will take to address the issues and opportunities you identified through your reflection.
• Identify any skills or knowledge you need to acquire to handle similar situations more effectively in the future.
• Specific: Each action should target a specific area for improvement.
• Measurable: Define how you’ll track your progress and determine success.
• Achievable: Ensure your actions are realistic and attainable.
• Relevant: Align your actions with your overall goals and the context of the situation.
• Time-bound: Set deadlines for your actions to maintain momentum.
• What did you learn that can help you prevent similar challenges or negative outcomes in the future?
• Consider proactive measures to mitigate potential risks or address your identified weaknesses.
• How will you integrate your newfound knowledge or skills into your everyday practice, decisions, and responses?
• Reflection should lead to observable changes in your approach. Emphasize the cyclical nature of Gibbs’ model, highlighting how your action plan sets the stage for different results in future cycles of this experience.
• Document the action plan and regularly review it to track progress and make adjustments as needed. Consider sharing the plan with a mentor or colleague for accountability and support.
• The Action Plan provides the crucial bridge between reflection and meaningful change. It’s about taking concrete steps to ensure your reflections translate into real improvements in your future actions and responses.
• Hold Yourself Accountable: Share your action plan with someone who can support you and check in on your progress.

Example of a “Action Plan” Stage Reflection

Scenario: A student midwife is reflecting on her experience assisting with a difficult labor that required an epidural and during which she felt her support of the mother was lacking. She has already worked through Stages 1-5 of Gibbs’ Reflective Cycle.

Goal: To enhance emotional support skills during labor, particularly in challenging situations.

Actionable Steps:

• Specific Action: Schedule a meeting with the supervising midwife from the difficult labor to discuss approaches to emotional support. During this meeting, request to shadow her or a different experienced midwife during future births, focusing specifically on observing communication techniques and how they adapt their support based on the mother’s needs.
• Rationale: Highlight the value of mentorship and observation in midwifery education. Experienced midwives can act as role models, provide guidance on adapting communication styles, and offer feedback on the student’s developing skills. Shadowing provides opportunities to observe different approaches to labor support firsthand.
• Timeline: Contact the supervising midwife within the next week to schedule a meeting. Aim to begin shadowing within the next month.
• Specific Action: Register for the upcoming continuing education workshop on therapeutic communication in labor support.
• Rationale: Engaging in formal professional development activities is essential for midwives to fulfill their professional requirements and maintain competence. Workshops provide opportunities to learn new skills, discuss evidence-based practices with other professionals, and gain exposure to a wider range of techniques.
• Timeline: Review upcoming workshop offerings this week and register for the one that best fits my schedule.
• What were my initial emotional responses to the labor and birth?
• How did I feel my support was received by the mother and her birth partner?
• What specific actions or communication techniques seemed particularly effective or ineffective?
• What could I have done differently to provide more effective emotional support?
• Rationale: Structured reflection, using tools like Gibbs’ Reflective Cycle, helps bridge the gap between theory and practice. Journaling provides a dedicated space for processing emotions, analyzing communication patterns, and identifying areas for improvement.
• Timeline: Start journaling after the next birth I attend.
• Specific Action: After any labor where I feel my support was lacking or I experience significant emotional responses, I will debrief with a trusted peer, mentor, or faculty member.
• Rationale: Midwifery professionals encounter challenging and emotionally charged situations. Discussing these experiences with others provides support, different perspectives, and insights for improving practice. Mentors can offer guidance and help reframe challenging situations for growth.
• Timeline: Reach out to schedule a debriefing session within 24-48 hours of a challenging labor.

Review and Revision:

• I will review and revise this action plan regularly (at least monthly) as I gain experience and encounter new challenges. Reflection is a cyclical process, and this action plan should evolve with my developing understanding and skills.

By consistently implementing these steps, I aim to develop into a competent and compassionate midwife who can provide truly woman-centered care.

Applications in Midwifery

1. reflecting on challenging births or complications:.

Scenario: A midwife assists with a birth involving unforeseen complications, such as a shoulder dystocia or an emergency cesarean section.

• Description: The midwife would describe the events of the birth in detail, including the mother’s condition, fetal monitoring, interventions taken, and the outcome for both mother and baby.
• Feelings: She would reflect on her emotional responses during the event, such as anxiety, fear, or a sense of being overwhelmed.
• Evaluation: This stage involves assessing what went well and what could have been done differently. Did she follow established protocols effectively? Were communication and teamwork optimal?
• Analysis: Here, the midwife might research evidence-based practices related to the specific complication, examine her actions in light of her training and guidelines, and identify any knowledge gaps.
• Conclusion: She would summarize her key learnings from the experience, perhaps realizing the need for additional training in a specific emergency skill or a greater understanding of risk factors.
• Action Plan: The midwife might create a plan to enhance her competency in managing similar situations, such as attending workshops, shadowing a more experienced colleague, or developing a checklist of essential steps during a particular complication.

2. Analyzing Communication Breakdowns:

Scenario: A midwife experiences miscommunication with a woman in labor about her birth plan, leading to feelings of frustration or being unheard by the woman.

• Description: The midwife would detail the communication exchange, including her approach to discussing the birth plan and the woman’s responses.
• Feelings: She would explore her own feelings during the interaction (e.g., frustration, feeling dismissed) and attempt to understand the woman’s perspective and emotional state.
• Evaluation: This stage involves analyzing what contributed to the communication breakdown. Was there a lack of clarity? Were cultural or personal beliefs not adequately considered?
• Analysis: The midwife might research communication strategies for labor support, particularly those focused on active listening, shared decision-making, and cultural sensitivity.
• Conclusion: She might conclude that she needs to improve her skills in establishing rapport, clarifying expectations, and adapting her communication style to individual women.
• Action Plan: The midwife could seek training in communication techniques relevant to midwifery, practice active listening skills, or develop resources for facilitating birth plan discussions.

3. Evaluating New Practices or Techniques:

Scenario: A midwife decides to implement a new pain management technique (e.g., water birth, sterile water injections) or a different labor support strategy (e.g., use of a rebozo, different positioning techniques).

• Description: The midwife would document her experience using the new technique or strategy, including the specific steps taken, the woman’s response, and the perceived effectiveness.
• Feelings: She would reflect on her comfort level using the technique, any challenges encountered, and how confident she felt in her abilities.
• Evaluation: This stage involves assessing the technique’s effectiveness in pain management or labor progress. Did it meet the woman’s needs and preferences? Were there any unforeseen difficulties or advantages?
• Analysis: The midwife might research evidence supporting the new technique, compare her experience to best practice guidelines, and consider if adjustments to her approach are needed.
• Conclusion: She might conclude that the technique is valuable and should be incorporated into her practice, or that further refinement is needed, or that it might not be suitable for all women.
• Action Plan: Based on her reflections, the midwife could seek further training, develop protocols for implementing the technique, or share her experiences with colleagues to promote knowledge exchange.

Limitations of the Gibbs Reflective Cycle

• This is particularly true if the individual using the cycle rushes through the stages or doesn’t fully engage in critical self-analysis.
• Without sufficient depth, the reflective process might not lead to meaningful insights or changes in practice.
• Impact of Assumptions: Our pre-existing beliefs and biases can shape how we perceive and interpret events. The cycle could be strengthened by incorporating a step where individuals actively examine their assumptions about the experience they are reflecting on.
• Value of External Perspectives: Incorporating perspectives from others involved in the situation could provide a more well-rounded understanding and challenge blind spots.
• Commitment to Change is Essential: For the cycle to be truly effective, individuals must be willing to acknowledge areas for improvement and put in the effort to make changes.
• Action Planning is Crucial: The Action Plan stage of Gibbs’ cycle is essential for bridging reflection and action.
• This perception might limit creativity or make it feel like a box-ticking exercise if not approached with a spirit of genuine inquiry and self-reflection.

Benefits of the Gibbs Reflective Cycle

• To Enhance Learning from Experience : The cycle goes beyond passively having an experience; it emphasizes the importance of actively reflecting on it. This process of linking “doing” with “thinking” is crucial to embed learning and make it applicable to new situations. For instance, simply knowing the theory behind a chemical reaction is insufficient; true understanding emerges from designing and conducting experiments, analyzing the results, and refining the approach based on those reflections.
• To Challenge Assumptions and Promote Self-Improvement : By systematically reflecting on experiences, individuals can identify and challenge their preconceived notions and biases, leading to new perspectives and personal growth. This process of self-examination is particularly beneficial when dealing with challenging situations, helping individuals understand their emotional responses and potential areas for improvement.
• To Bridge the Gap Between Theory and Practice : Gibbs’ Reflective Cycle encourages individuals to connect theoretical knowledge with practical experiences. This integration of theory and practice is essential for professionals in fields like nursing and midwifery, where applying academic knowledge in real-world clinical settings is crucial for providing effective care.
• To Promote Continuous Professional Development : The cyclical nature of Gibbs’ model aligns well with the concept of lifelong learning, encouraging individuals to consistently evaluate their actions and seek improvements. This ongoing process of reflection is particularly relevant in fields like midwifery, where professionals are required to demonstrate continuous learning and maintain updated knowledge and skills to ensure patient safety and fulfill professional requirements.

Gibbs Reflective Cycle FAQs

Q1. how can i ensure that my reflections using the gibbs reflective cycle are meaningful and insightful.

One of the main criticisms of Gibbs’ model is that it can be used superficially, becoming a mere checklist of stages without leading to genuine insight or behavior change.

We recommend:

1. Embrace the “Feelings” Stage and Go Beyond Superficial Emotions:

• Why This Matters: Simply describing what happened isn’t enough for meaningful reflection.
• What specific aspects of the situation triggered these feelings?
• How did these feelings influence my actions or decisions at the time?
• Are there any underlying beliefs or assumptions that might be contributing to my emotional responses?
• Example from Midwifery: A midwife might reflect on a birth where she felt panicked during an emergency. Examining her feelings could reveal a lack of confidence in her skills or a fear of making a mistake, which can then be addressed in her action plan.

2. Actively Challenge Your Assumptions:

• Why This Matters: The need to “challenge your assumptions” is a core aim of using Gibbs’ cycle. Our conversation highlights how unexamined assumptions can limit the depth of reflection.
• Ask “Why?” After describing the situation, ask yourself why you believe things unfolded the way they did. What assumptions did you have going into the situation? Were these assumptions accurate?
• Consider Alternative Perspectives: How might others involved (e.g., the woman, her partner, colleagues) view the situation differently based on their own assumptions and experiences?
• Midwifery Example: A midwife who had a disagreement with a colleague about a woman’s care plan could reflect on her assumptions about the best course of action. By considering the colleague’s perspective, she might gain new insights into the situation.

3. Link Your Experience to Theory and Knowledge:

• Why This Matters: It is important to connect practical experiences with theoretical understanding. Reflection in a professional context is “of benefit in experiential learning, and for the development of critical thinking skills, which facilitate the integration between theory and practice.”
• What professional knowledge or research is relevant to this situation?
• Are there any theoretical models or frameworks that can help me understand what happened?
• Midwifery Example: A midwife reflecting on a birth where the woman felt her pain was dismissed might research pain perception and the impact of communication on the experience of pain. This would provide a broader context for understanding the situation.

4. Move Beyond Description and Evaluation to In-Depth Analysis:

• Why This Matters: Students often struggle to differentiate between the Evaluation, Analysis, and Conclusion stages, leading to repetition rather than insightful reflection.
• Analysis: Don’t just state what went well or poorly—dig into the reasons behind these outcomes . Why did something work or not work? What were the contributing factors?
• Conclusion: Move beyond simply summarizing what you learned to exploring the implications for your practice . What is the significance of these learnings? How will they change your approach in the future?
• Midwifery Example: Instead of just stating that a woman felt unsupported during labor, the midwife would analyze the specific communication patterns, environmental factors, or interventions that contributed to this feeling.

5. Ensure Your Action Plan Is Specific and Actionable:

• Why This Matters: The Action Plan is crucial for translating reflection into meaningful change. Be “specific about what you plan to do.”
• Set SMART Goals: Goals should be Specific, Measurable, Achievable, Relevant, and Time-bound.
• Outline Detailed Steps: Break down goals into smaller, manageable actions.
• Consider Resources and Support: Identify any resources (e.g., training, mentorship, books) or support systems that will help you achieve your goals.
• Midwifery Example: A midwife might commit to attending a workshop on communication skills, practicing active listening techniques during her next 5 appointments, or developing a resource list for women on different pain management options.

6. Make Reflection a Regular Practice:

• Why This Matters: The cycle is seen as a valuable tool for helping students connect theoretical knowledge from their coursework with the practical challenges they face during clinical practice.
• Scheduled Reflection: Dedicate specific time for reflection after challenging experiences or at regular intervals (e.g., weekly, after each clinical shift).
• Journaling: Keep a reflective journal to document your experiences, thoughts, and insights.
• Seek Feedback: Engage in peer or mentor feedback to gain external perspectives on your practice.

By following these strategies, midwives and other professionals can move beyond a superficial checklist approach to Gibbs’ Reflective Cycle and engage in a more profound process of self-reflection, critical analysis, and meaningful growth.

Q2. What are the key differences between “reflection-in-action” and “reflection-on-action”?

Schön (1991) identified two types that are particularly relevant in the development of teaching practice:

Both reflection-in-action and reflection-on-action are crucial for midwifery education and practice. Students are encouraged to reflect on their clinical experiences using structured models to enhance their self-awareness, critical thinking skills, and ability to integrate theory and practice.

This ongoing reflection is essential for their professional development and for meeting the standards required for registration and revalidation.

Reflection-in-action: Thinking on your feet

• Definition: Reflection-in-action refers to the process of actively observing your thoughts and actions as they occur within a situation, enabling you to make real-time adjustments.
• Timing: This type of reflection occurs in the moment , requiring immediate responses based on your existing knowledge, skills, and intuition.
• Process: It’s about making on-the-spot assessments and modifications as the situation unfolds, drawing on your experience to navigate the complexities.
• Example: Imagine a midwife assisting a woman in labor who suddenly experiences complications. Reflection-in-action occurs as the midwife quickly assesses the situation, drawing on their training and experience to adjust their approach and respond effectively to the emerging challenges.

Reflection-on-action: Learning from the past

• Definition: Reflection-on-action, in contrast, involves looking back at an experience after it has occurred to analyze what happened, what went well, what could have been done differently, and how these insights can inform future actions.
• Timing: This type of reflection is retrospective , occurring after the event has transpired.
• Process: It involves a more structured and deliberate review of the experience to extract valuable lessons and guide future actions.
• Example: A midwife might engage in reflection-on-action after a challenging birth. They might revisit the experience, analyze their actions, consider alternative approaches, and identify areas for improvement or further learning.

Q3. How does the use of reflective practice contribute to the revalidation process for midwives?

Reflective practice plays a vital role in the revalidation process for midwives as mandated by the Nursing and Midwifery Council (NMC).

Revalidation is an essential process for all registered midwives to demonstrate their continued fitness to practice and maintain their professional registration, ultimately safeguarding the public.

Here’s how reflective practice specifically contributes to the revalidation process for midwives:

• Reflective practice provides a structured framework for midwives to learn from their experiences, identify areas for improvement, and engage in targeted professional development activities.
• By documenting their reflections, midwives can provide evidence of their ongoing learning and development, aligning with the NMC’s requirements for revalidation.
• This process of reflecting on feedback and making concrete changes to their practice is crucial for demonstrating their commitment to providing safe and effective care.
• By engaging in critical reflection, midwives can assess their actions against these standards, identify any gaps in their practice, and take steps to address them.
• This process of self-regulation and continuous improvement is essential for maintaining public trust and ensuring accountability within the midwifery profession.

NMC expects midwives to provide concrete examples of how they have reflected on their practice and professional development activities during each three-year registration period as part of the revalidation process.

This highlights the importance of midwives incorporating structured reflection into their daily practice and using reflective models, such as Gibbs’ Reflective Cycle, to guide their reflections and document their learning jour

Atkins, S., & Murphy, K. (1993). Reflection: a review of the literature .  Journal of advanced nursing ,  18 (8), 1188-1192.

Cheyne, H., McGinley, M., & Turnbull, D. (1996). Peer review: an aid to reflective practice . MIDIRS Midwifery Digest March 6 (1): 4–6

Chesney, M. (1996). Sharing reflections on critical incidents in midwifery practice .  British Journal of Midwifery ,  4 (1), 8-11.

Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods.  Further Education Unit .

Haddock, J. (1997). Reflection ingroups: contextual and theoretical considerations within nurse education and practice.  Nurse Education Today ,  17 (5), 381-385.

Rich, A., & Parker, D. L. (1995). Reflection and critical incident analysis: ethical and moral implications of their use within nursing and midwifery education .  Journal of advanced nursing ,  22 (6), 1050-1057.

Schön, D.A. (1991). The Reflective Practitioner: how professionals think in action. London: Temple

Stuart, C. C. (1998). Concepts of reflection and reflective practice.  British Journal of Midwifery ,  6 (10), 640-647.

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• Learn From Your Past Experience with Gibb’s Reflective Cycle
• Exploring Different Types of Reflection Models with Examples

You must have heard about Gibbs' reflective cycle. It is a widely prominent reflective cycle that helps individuals to work through past experiences and improve future practices. Gibbs' The reflective cycle was developed by Graham Gibbs in 1988 with the main aim of structuring individual learnings from past experiences (Markkanen et al., 2020). Effective utilization of this cycle offers a wide opportunity to examine past experiences and improve future actions.

Table of Contents

Six stages of gibbs' reflective cycle.

• Example of Gibbs' reflective cycle

Hence, the efficacious use of Gibbs' reflective cycle helps individuals to learn from past experiences that went well as well as past experiences that did not. The 6 stages of Gibbs' cycle include description, feelings, evaluation, analysis, conclusion, and action plan (Smith & Roberts, 2015).

For each step of this framework, you can work on a set of helpful questions given below to properly reflect on your past experiences and situations.

Stage 1: Description

The first step in Gibbs' reflective cycle is a description where you get an opportunity to properly describe a situation based on your experience. The following questions can assist you in describing your experience are

• What happened? In this, you will explain the factual information about the experience you want to reflect upon.
• Why did it happen? In this, you will underline the main reason behind the occurrence of the event.
• What did you do? While answering this question, you will highlight all the actions taken by you.
• Who was present? In this, you will highlight all the people that were present during the event.
• What were the major outcomes? In this, you will underline the results of the actions that were taken by you.

Using these questions, you will provide complete background information about an incident as well as a factual description of the event you want to reflect upon.

Stage 2: Feelings

The second step in Gibbs’ reflective cycle is an analysis of your feelings where you can describe your thoughts as well as feelings in detail to reflect on the corresponding experience of your feelings. You can reflect on this phase on the basis of a few assisting questions given below:

• What did you feel? In this section, you will highlight your feelings during the experience.
• Why did you feel this way? You will highlight the major reasons behind feeling the way you were feeling.
• How did other external factors influence your feelings? In this section, you will underline the positive or negative influence of other external factors such as the environment, and other involved people on your feelings.
• How did other internal factors influence your feelings? In this section, you will highlight the influence of various internal factors such as mindset, attitude, and physical or mental health.

These questions will help you to describe your feelings and the way in detail and will also assist in making the reader understand your emotional aspect from the incident you are reflecting upon.

Stage 3: Evaluation

In the evaluation phase, you get a chance to properly evaluate what worked well and what didn't work well. This phase includes the evaluation of experiences from both good as well as bad points, allowing you to mentally create a report of the experience. Below given are the questions that can be answered in this phase

• What worked well? In this, you will highlight the positive outcomes of your actions throughout the experience.
• What didn't work well? This will highlight all the negative outcomes of your actions taken by you throughout the experience.
• What did you contribute? Through this question, you will highlight your contribution to the whole experience.
• What did others contribute? While answering this question, you will highlight the actions of others that were involved in the situation.
• What was missing? In this, you will highlight the actions that were missing in the experience as per your opinion.

Based on these questions, you can honestly and objectively evaluate the past situation which will also help you in setting a base for future actions.

Stage 4: Analysis

In an analysis phase, you can make sense of a whole situation and determine the exact meaning of a situation along with the reasons for its success or failure. Some helpful questions for the analysis phase of Gibbs’ reflective cycle include

• Why did things not work well? In this, you will point out the reason as per your knowledge that contributed to the failures of your actions in your experience.
• Why did things go well? Through this section, you will highlight the reasons behind the success of your actions.
• What is the exact meaning that we can drive from a situation? While answering this question, you will highlight the overall analysis of the situation.

Based on the analysis, you can get a clear picture of the situation and ensure that every aspect of the situation is covered and understood meticulously.

Stage 5: Conclusion

After a proper situation analysis, you can also conclude the whole situation by reflecting on your learnings. In this phase, you can highlight changes that you need to make to your actions while dealing with future situations. In this phase, a list of questions includes

• What did you learn? In this, you will highlight all of your main learnings of the situation.
• What skills do you need to gain to handle situations more effectively? Through this, you will highlight the requirements of the skills for handling the situation better in the future.
• What else could you have done to deal with situations differently? In this, you will highlight the alternative actions that you could have taken to respond to the same situation in a different manner.

After the analysis, in the conclusion phase, using the above questions, you will clearly outline your learnings and the skills gained through the experience.

Stage 6: Action plan

In the action plan stage in Gibbs’ reflective cycle, you can plan to deal with future situations. It is an important phase of this reflective cycle as this phase helps to determine ways to deal with similar situations in the future and actions that you need to take to improve your ability to deal with various situations. Some questions that can be considered in this stage include

• How will you deal with this situation more effectively in the future? In this, you will highlight the actions that you have thought of that will help you in dealing with a similar situation differently in the future.
• How will you develop your skills and abilities to deal with similar situations? In this situation, you will highlight the methods in which you will develop the skills for dealing with situations more effectively.

After understanding the cycle, let us now take an example of reflective practice in health education to reflect on the learning situation using Gibbs’ reflective cycle.

Gibbs’ reflective cycle example in health education

Case assessment - This reflective example will highlight the experience of students in a group task of completing a health project. In this, a student will reflect upon a group task assigned to students during their MSc in health practice.

While doing my MSc in health practice, I was required to engage in various group work assignments and during a certain group work task, my team members decided to divide tasks among group members. All team members encouraged me to divide the tasks among the team. I divided tasks among team members according to their knowledge regarding various healthcare practices to ensure that all tasks are completed within a set deadline. All team members encouraged me to divide the tasks among the team. I divided tasks among team members according to their knowledge regarding various healthcare practices to ensure that all tasks are completed within a set deadline. However, I failed to consider the risk of various contingencies in completing projects and the same occurred when one of our team members was hospitalized due to some health emergency which resulted in a lack of task completion assigned to that team member. My whole team was present when I got a call from the injured team member about the accident that occurred to him. This then resulted in an increased burden to complete tasks among team members and failure to complete a task on time.

Before beginning the health project, I was very confident regarding my team management capabilities. I felt that our team will be able to complete assigned tasks on time due to my strong knowledge and abilities. I was already feeling very guilty that our project got delayed because of my lack of planning but the external factors made me feel even worse. Other than that, I felt like it was my overconfidence that made me feel more guilty because things did not work as planned.

During the group health project, a thing that worked well was the effort of team members to complete work within the extended deadline was cooperation as well as motivation among all team members. However, I believe that the hospitalization of one team member resulted in a lack of task completion on time. I felt that contingency planning is one most important requirement in a team project which was missing in this project. Thus, I believe that I am also responsible for the bad repercussions of this situation as I failed to properly plan and did not consider the risks of contingencies in a group. But still, till the end, everyone contributed effectively and did not lose hope till the end and gave their best.

I think the major reasons behind the successful completion were group efforts, cooperation abilities, self-identification of strengths, effective division of tasks, and ability to help others. However, the only thing that created a problem in completing a project is a lack of time management and planning capabilities. Through this whole experience, I believe that I need to focus on improving my time management skills as well as leading the ability to effectively manage group tasks.

After getting into this group health project, I got to know that time management and contingency planning are important skills that every project manager needs to possess to effectively manage group tasks. I also found that team management is possible only through the cooperation of team members as well as their effort to give the best results to a team project. I learned that as a project manager, it is always better to have a contingency plan ready for implementation than to develop one as risk is taking its toll (Heimann, J. F. 2000). However, I found that various problems can arise in a group task which could be managed effectively by making contingency plans for such situations in advance. I would have prepared contingency plans in the beginning and I believe that it would have helped me in dealing with situations differently.

In order to deal with this situation in the future, I have decided that I will use various time management tools such as PERT and CPM while planning various group tasks to keep separate times for various contingencies. For enhancing my time management and planning skills, I have decided to use time management skills such as making time tables and assigning time blocks for each task. If a similar situation occurs again in the future, I will ensure that in the planning phase only, I take time for contingency planning and plan things accordingly.

How to reference Gibbs reflective cycle?

To reference Gibbs' reflective cycle, include the author's name "Gibbs" and the publication year (if available) in parentheses. For instance, in APA style, it would be: (Gibbs, 1988). If you use a direct quote, add the page number as well.

Can Gibbs' Reflective Model be used in any profession?

Yes, the model is versatile and applicable in various professions and fields, including education, healthcare, social work, and more.

What are the disadvantages of Gibb's reflective cycle?

Gibbs' reflective cycle lacks a strong theoretical foundation and may not suit complex or long-term learning experiences. Some of you may even find its structured approach restrictive that could potentially overlook unique aspects of individual experiences. Additionally, it may not be universally applicable to various learning contexts.

Previous Model

Markkanen, P., Välimäki, M., Anttila, M., & Kuuskorpi, M. (2020). A reflective cycle: Understanding challenging situations in a school setting. Educational Research, 62(1), 46-62. https://doi.org/10.1080/00131881.2020.1711790

Smith, J., & Roberts, R. (2015). Reflective Practice. Vital Signs For Nurses, 222-230. https://doi.org/10.1002/9781119139119.ch14

Heimann, J. F. (2000). Contingency planning as a necessity. Paper presented at Project Management Institute Annual Seminars & Symposium, Houston, TX. Newtown Square, PA: Project Management Institute.

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Gibbs Reflective Cycle - 6 Stage Model Comprehensive Guide

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

What is the Gibbs Reflective Cycle?

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

The Six Stages of Gibbs’ Reflective Cycle

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

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1. Description: The First Step in Reflection

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

What happened?

When and where did it happen?

Who was involved?

What was the outcome?

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

2. Feelings: Dive into Your Emotional Response

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

What were your thoughts during the event?

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

How might others have felt?

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

3. Evaluation: Objectively Assessing the Situation

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

What went well during the experience?

What did not go well?

What was your role, and how did you contribute?

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

4. Analysis: Delving Deeper into the Experience

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

Why did the outcomes occur as they did?

What influenced the positive and negative aspects?

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

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

5. Conclusion: Drawing Learnings from Your Experience

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

What did you learn about yourself?

What skills or knowledge did you gain?

What could have been done differently?

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

6. Action Plan: Preparing for Future Application

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

What will you do differently next time?

How will you develop the skills you need?

What preventive strategies can you implement to avoid past mistakes?

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

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

Application of Gibbs' Reflective Cycle in Real-World Scenarios

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

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

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

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

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

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

Embracing Gibbs Cycle in Your Organization

Integrating reflective practices.

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

Benefits for Team Development

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

Fostering Continuous Learning

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

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

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

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

Overview of kolb’s reflective cycle.

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

Comparing Kolb and Gibbs Reflective Cycle

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

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

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

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

When to Use Each Model

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

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

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

Gibbs Reflective Cycle Pros and Cons

Advantages of gibbs reflective cycle.

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

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

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

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

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

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

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

Limitations and Challenges

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

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

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

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

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

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

Tips to Use the Gibbs Reflective Cycle Effectively

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

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

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

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

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

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

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

The Value of Reflective Practice

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

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

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

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

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

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Gibbs Reflective Cycle

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

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

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

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

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

Table of Contents

About Graham Gibbs

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

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

He retired in 2007 after a long and distinguished career.

Gibbs’ Model Of Reflection

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

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

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

Stage 1: Description

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

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

Stage 2: Feelings

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

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

Stage 3: Evaluation

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

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

Stage 4: Analysis

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

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

Stage 5: Conclusions

Gibbs splits this stage into general conclusions and specific conclusions.

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

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

Stage 6: Action Plan

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

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

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

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

Advantages And Disadvantages Of Gibbs Reflective Cycle

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

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

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

Disadvantages

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

Alternatives To Gibbs Reflective Cycle

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

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

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

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

An Example Of Gibbs Reflective Cycle

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

Description – Stage One

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

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

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

Feelings – Stage Two

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

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

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

Evaluation – Stage Three

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

Analysis – Stage Four 

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

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

Conclusions – Stage Five 

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

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

Action Plan – Stage Six

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

• Gibbs: Learning by Doing (1988)

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6.2 Gibb’s reflective cycle

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

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

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

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

• Gibbs' Reflective Cycle

May 9, 2023

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

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

What is Gibbs' Reflective Cycle?

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

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

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

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

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

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

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

The Six Stages of Gibbs' Reflective Cycle

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

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

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

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

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

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

Examples of the Reflective Model in Practice

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

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

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

An Exploration of Gibbs' Model

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

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

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

Application of Gibbs' Reflective Cycle in Real-World Scenarios

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

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

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

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

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

Gibbs' Reflective Cycle for Personal and Professional Development

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

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

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

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

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

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

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

Embracing Gibbs cycle in your organisation

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

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

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

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

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

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

Other notable Learning Methods and Cycles

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

Adopting the Cycle in Education

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

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

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

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

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

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

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

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

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

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Nurses and Midwives Reflection Process

Nurses and Midwives in the UK are formally required to record 5 pieces of reflection on either continuing professional development (CPD) or practice related feedback to improve their nursing practice.

Here I start with the theory of reflection (see Framework image) and then give an example from my own nursing history of an awful incident – one I will never forget.

If you don’t want the theory (and let’s face it who does?); scroll down to my real-life example and see how I have applied the Gibbs theory model to a terrible incident which almost made me give up nursing.

Let’s Get Started

To see if Gibbs reflective cycle can help you reflect on aspects of your practice, recall a nursing situation that didn’t turn out as you expected or go to plan.

Look at the Gibbs Model flow chart above –

Stage 1 – Description (Pure Facts)

The first step is to describe what you know. Ask yourself the following questions:

• What are the brief facts of the situation?
• What occurred? Who was involved?
• What did you do? What did others do?

Stage 2 – Description – (Feelings)

• How were you feeling at the time?
• Were there influences affecting others actions/behaviour?
• Were there any known or perceived difficulties with the activity, timing, location, information or resources etc.?

Stage 3 – Evaluation

• What was good and bad about the experience
• How might the facts and feelings (from stage 1 and 2 above) have affected your actions/behaviour
• What other circumstances may have affected your actions or thoughts?
• How issues might influence the activity or practice related feedback?

Stage 4 – Analysis

• Why you picked this incident to reflect on?
• What sense can you make of it? Does it make sense given the preceding 3 stages?
• What is the main area of concern or focus on the future?

Stage 5 – Conclusions

• What have you discovered?
• What have you learned from this incident and circumstances?
• What questions remain?

Stage 6 – Now What? (Action)

You have analysed the incident and want to make sure you improve your practice for next time, so need to move into the action planning stage:

• What will I do differently from now on or the next time this arises?
• What resources/help will you need?

Gibbs, (1988) Learning by Doing: A Guide to Teaching and Learning Methods Further Education Unit, Oxford Brookes University, Oxford.

Example Reflection –  Sadly, a real story!

Night duty drug round.

I am a third-year student nurse ‘in charge’ on night duty, in a London hospital, with a junior nurse to deal with 23 pretty sick people in this medical ward.  A doctor asked me to give a patient (Mrs X,) 0.1 mg of Digoxin (a heart stimulant – steady, slows and strengthens the heartbeat) to relieve symptoms of severe congestive cardiac failure and difficulty breathing.  I had never given such a high dose of Digoxin before and measured 4 tabs from the 0.25 mg bottle.  I checked the script and the tablets with both the doctor, who nodded, and my junior nurse. We were all in agreement. I checked Mrs X’s pulse rate (standard practice for Digoxin), which was in the OK range, before giving the tablets. I kept Mrs X on hourly observations after.

At about 2 am I suddenly realised I had given 10 times the amount of Digoxin as stated on the Doctors script.  In horror, I called the night sister who agreed with me.  We filled in an incident form, informed the doctor and Mrs X’s relatives of what happened. Petrified, I was told to go see the hospital matron in the morning.

Mrs X did not seem to suffer any ill effects from the Digoxin during the night and went on to make a full recovery.

I had been on nights for a long stretch.  It was a very busy ward with only two-night staff and I was “in charge”.  Mrs X was very ill and needed constant monitoring.

I had only ever seen 0.25mgs of Digoxin tablets and did not know there was a paediatric blue table of 0.1 mg made.  I was very reluctant to give such a big dose which is why I checked the four tablets of .25 with the doctor who looked at the tablets and said OK.  I was nervous about the dosage being so high and took Mrs X’s pulse for much longer than the customary 15 seconds.

The doctor too was under tremendous strain, his beeper kept going off and he was rushing about all over the place.  I had never met him before.  He had recently come from a paediatric ward.

Nobody ever blamed me for the incident, neither did they reassure me.  Mrs X went on to make a full recovery and the relatives were very understanding about the situation which was a relief.  Matron was kind to me and impressed I had owned up to the error – nobody would have ever known, she said.

I felt absolutely terrified about the error though and watched Mrs X all night for signs of overdose.  I didn’t sleep all the next day and returned to my next night shift to find Mrs X better.

This incident really frightened me because I had done everything right – I had checked the dosage with both the Doctor and the junior nurse.  I had not known that you could get a 0.1 mg of Digoxin or it was blue.  I have no idea what prompted me to think about the overdose later on that night except that I had been very reluctant to give it.  The Doctor agreed I had shown him 4 white tablets who said “I thought you knew what you were doing” Which isn’t any sort of answer really.  Yet he didn’t get in trouble (like me) at all for overseeing and agreeing my mistake.

I also realised how dependant patients are on the care and insights of the medical profession and the trust they put in us; I’d let Mrs X down.

I believe that this incident was down to a series of incidents linked to overwork, tiredness and misunderstandings. Plus if I’d known the Doctor better I might have had a conversation about the dose.

I was so relieved that Mrs X survived the overdose and the relatives were understanding but, if she had a serious reaction or even died, I’m not sure I could have carried on nursing.

I have learnt to be more careful with drugs and to really understand the dosage.  If necessary now I will look up the drug in the reference books before I give them because it is my responsibility if I do it wrong.

I will always be ultra-careful with new drug scripts in the future and if I am nervous, then to go with my gut feeling and check and check again. Although, as I said to Matron, at the time I’d felt as if I done as much as I could have.

Also, if nurses in my team are involved in incidents where they have made a clinical mistake, I am always on hand to offer support and give them an opportunity to talk to me.

I never want another nurse to go through what I went through alone and I definitely do not want to harm anyone in my care.

Linked to NMC Code of Practice 14 – “Preserving Safety”

Further information.

• British National Formulary (BNF)  the drugs’ bible in the UK, available online with a subscription

Other of my real stories here:

• For a second applied reflection example, see my blog about My Infographic Mistake
• For a third reflection see Dog Walking

I have also published a workbook for nurses where you can see the model and have space to add your own private stories. Available on Amazon With over 400 great reviews.

Thanks for reading and good luck in your career. J

Working Well Solutions

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Affiliate links.

My site may contain affiliate links. Meaning, I get a commission if you purchase through my links, at no cost to you. However, I do not recommend lightly – if I like it I want you to know about it. J

Communication in Nursing Practice: Gibbs’ Reflective Cycle Essay

Introduction, description, action plan, reflective conclusion.

Communication is a fundamental element in nursing practice. This element can possibly determine patients’ satisfaction and even the outcomes of their treatment (Lotfi et al., 2019). The situation described in the paper will exemplify the potential role of communication, which is why it will serve as a Gibbs Reflective Cycle nursing example. The cycle will help to assess the situation and extract lessons from it.

The model is a widely-recognized and crucial learning instrument, allowing individuals to extract lessons from life experiences. The pattern helps one to consider previous experiences, reevaluate them in the light of new knowledge, and implement the freshly obtained insight to improve future practice (Markkanen et al., 2020). The cycle is composed of six stages (description, feelings, evaluation, analysis, conclusion, and action plan), on which the reflection regarding the personal experience will be based (Markkanen et al., 2020). The paper’s principal objective is to outline a challenging situation from personal practice using Gibbs’ Reflective Cycle. The problematic situation is an encounter with a patient suffering from an infected diabetic foot ulcer and in need of amputation. Overall, the paper aims to critically analyze the situation and transform it into a learning opportunity useful in improving my future practice as a wound care specialist.

The situation concerns a 40-year-old patient with diabetes and an infected foot ulcer who was admitted to the hospital where I was working at the moment. The patient had a long history of diabetes, from which he suffered since he was ten years old. A multidisciplinary team examined the patient and established that he needed an amputation. As I approached the patient to get a consent form, I noticed that he looked upset. Given the described situation, it might be suggested that a communication dilemma here is of ethical character, in particular – it is the delivery of the bad news. By applying the model, the provided Gibbs Reflective Cycle example communication will demonstrate what actions were undertaken to resolve the mentioned dilemma.

The incident that will be analyzed is an outstanding Gibbs Reflective Cycle nursing example, which happened several years ago when I began working as a wound care nurse. A 40-year-old diabetic patient with an infected diabetic foot ulcer was admitted to the hospital. He had a long history of diabetes, suffering from the condition for three decades. A multidisciplinary team examined and communicated with the patient; it was established that he needed a below-knee amputation. The group stated their decision and left, and I had to retrieve the consent form. While retrieving the record, I perceived that the patient looked exceedingly sorrowful and depressed. Nevertheless, I did not know whether I needed to intervene in the situation and left.

Although I worked for many years in nursing before the incident, I became a certified wound care nurse relatively recently before it took place. At the moment, I saw the situation as irreparable, so I was not sure whether I should have tried to console the patient. I felt anxious and, to an extent, powerless when faced with the man’s grief. I thought that words or an empathic response would not be able to mitigate his sadness. Additionally, I was also somewhat startled that the multidisciplinary team did not handle the conversation more delicately and left rather abruptly. Overall, I did not feel confident enough to handle the situation and was unsure whether my intervention would be appropriate.

I frequently returned to the incident, trying to understand what should have been done instead. Retrospectively, I believe that it helped me to reevaluate the role of therapeutic communication in my profession. Prior to the incident, I did not perceive preoccupation with patients’ emotional well-being as my duty as a nurse. I believed that administering medications and treatment, performing tests, recording medical history, educating patients, et cetera, was all that was required of me. Nevertheless, I did not fulfill another vital function in the described situation. To understand that a holistic approach to care presupposes therapeutic communication, I had to experience the case (2). As a nurse, showing empathy and consoling patients is a critical function that is sometimes overlooked. Furthermore, the incident demonstrates a lack of cooperation between the nursing staff and the team since communication was needed to ensure that the emotional impact of amputation on the patient was alleviated.

Some medical professionals find the process of delivering bad news challenging and feel psychologically unprepared (Van Keer et al., 2019). A lack of skills in this aspect can negatively affect patients: they might undergo extra stress, have lower psychological adjustment, and have worse health outcomes (Biazar et al., 2019; Matthews et al., 2019). Furthermore, the way the news is handled can impact patients’ understanding of the situation and adherence to treatment (Galehdar et al., 2020). Given the adverse effects, multiple protocols and approaches to communicating bad news and dealing with its consequences were developed. This situation is analyzed in detail in a ‘Gibbs Reflective Cycle example essay pdf’ that focuses on these communication challenges in healthcare.

In the patient- and family-centered approach, the process occurs based on the patient’s needs as well as their cultural and religious beliefs (Hagqvist et al., 2020). Upon communicating the information, a medical professional is supposed to assess their understanding and show empathy (Hagqvist et al., 2020). In an emotion-centered approach, a medical professional is supposed to embrace the sadness of the situation and build the patient-medical professional interaction on empathy and sympathy (Hagqvist et al., 2020). Yet, the patient- and family-centered approach seems more effective since excessive empathy can be counter-productive and impede information exchange.

Managing patients’ reactions is the final and particularly vital step in communicating bad news. Nurses are commonly involved in handling emotional responses, which entails several responsibilities:

• Additional emotional support should be given to those who cannot accept the information (Galehdar et al., 2020).
• Nurses can find more related information and share it with patients (Rathnayake et al., 2021).
• Nurses are supposed to improve the situation if bad news has been delivered poorly (Dehghani et al., 2020).

In the case of amputation, heightened emotional attention should be given to the patient, as limb loss is a life-altering procedure. Such patients commonly undergo the five stages of grief (denial, anger, bargaining, depression, and acceptance) and are prone to developing anxiety, depression, and body image issues (Madsen et al., 2023). Hence, upon delivering the news regarding amputation, it is vital to provide a patient with community resources for dealing with emotional and psychological implications.

Currently, I understand more in-depth that delivering and handling the consequences of bad news is an inescapable reality of the nursing profession. The incident allowed me to notice the aspects of my professional development that necessitate more attention and improvement. Hence, I strive to be more empathetic in my clinical practice and not undervalue the role of patient-nurse communication. I attempt to provide psychological and emotional support to patients and console them to the best of my ability and knowledge, especially if a patient has just received traumatic news. Due to the incident, I comprehended better that a patient’s emotional well-being can be dependent on my actions. I also stopped presuming that other medical professionals provide the necessary emotional support. Moreover, I understand that I am not powerless when faced with a patient’s sorrow.

Consequently, I will not neglect the importance of patient-nurse communication for patients’ health outcomes and mental well-being. I will offer hope where it is appropriate and encourage and validate patients’ emotions to help them deal with traumatic information (Font-Jimenez et al., 2019). In the future, I will use verbal and non-verbal communication clues to show that I care and, generally, be more empathetic (Font-Jimenez et al., 2019). I will not prevent my insecurities from fulfilling my nursing duties, nor will I allow the feeling of hopelessness to affect my clinical practice. Furthermore, I will rely on evidence-based approaches to handle bad news effectively and facilitate its delivery to patients.

Additionally, I will be more mindful in my nursing practice. Gibb’s reflective cycle will assist me in attaining this objective. I will continue to apply it to the situations occurring at work in order to think systematically as well as analyze and evaluate them. Furthermore, Gibb’s reflective cycle will enhance my ability to learn from my experience. The model will help me to refine my communication skills and make patient-nurse interactions more intuitive and productive (Markkanen et al., 2020).

The situation allowed me to understand the actual value of therapeutic communication in nursing. Now, I understand the need to exercise it in my clinical practice, which is a realization that I further explored in a ‘Gibbs Reflective Cycle example essay pdf.’ Learning to provide emotional support and manage the consequences of bad news is an essential quality for nurses, influencing health outcomes and satisfaction from a visit. Additionally, I become more conscious of my own emotions and the way they can prevent me from acting in a patient’s best interests. Overall, the proper tactics of delivering bad news and assisting patients in handling them became a higher priority in my clinical practice.

To conclude, this reflection featured an episode from my practice in which I analyzed a communication situation using Gibbs’ Reflective Cycle. It showed that I need to concentrate on my abilities to resolve the communication dilemma of the delivery of bad news. The above discussion also demonstrated how the implementation of an appropriate and significant evidence-based model – Gibbs’ Reflective Cycle – may result in better patient outcomes.

Biazar, G., Delpasand, K., Farzi, F., Sedighinejad, A., Mirmansouri, A., & Atrkarroushan, Z. (2019). Breaking bad news: A valid concern among clinicians . Iranian Journal of Psychiatry, 14 (3), 198–202. Web.

Dehghani, F., Barkhordari-Sharifabad, M., Sedaghati-kasbakhi, M., & Fallahzadeh, H. (2020). Effect of palliative care training on perceived self-efficacy of the nurses . BMC Palliative Care, 19 , 63. Web.

Font-Jimenez, I., Ortega-Sanz, L., Acebedo-Uridales, M. S., Aguaron-Garcia, M. J., & de Molina-Fernández, I. (2019). Nurses’ emotions on care relationship: A qualitative study . Journal of Nursing Management, 28 (8), 2247-2256. Web.

Galehdar, N., Kamran, A., Toulabi, T., & Heydari, H. (2020). Exploring nurses’ experiences of psychological distress during care of patients with COVID-19: A qualitative study . BMC Psychiatry, 20 , 489. Web.

Hagqvist, P., Oikarainen, A., Tuomikoski, A.-M., Juntunen, J., & Mikkonen, K. (2020). Clinical mentors’ experiences of their intercultural communication competence in mentoring culturally and linguistically diverse nursing students: A qualitative study . Nurse Education Today, 87 , 104348. Web.

Lotfi, M., Zamanzadeh, V., Valizadeh, L., & Khajehgoodari, M. (2019). Assessment of nurse–patient communication and patient satisfaction from nursing care . Nursing Open, 6 (3), 1189-1196. Web.

Madsen, R., Larsen, P., Carlsen, A. M. F., & Marcussen, J. (2023). Nursing care and nurses’ understandings of grief and bereavement among patients and families during cancer illness and death – A scoping review . European Journal of Oncology Nursing, 62 , 102260. Web.

Markkanen, P., Välimäki, M., Anttila, M., & Kuuskorpi, M. (2020). A reflective cycle: Understanding challenging situations in a school setting . Educational Research, 62 (1), 46-62. Web.

Matthews, T., Baken, D., Ross, K., Ogilvie, E., & Kent, L. (2019). The experiences of patients and their family members when receiving bad news about cancer: A qualitative meta-synthesis . Psycho-Oncology, 28 (12), 2286-2294. Web.

Rathnayake, S., Dasanayake, D., Maithreepala, S. D., Ekanayake, R., & Basnayake, P. L. (2021). Nurses’ perspectives of taking care of patients with Coronavirus disease 2019: A phenomenological study. PLoS ONE, 16 (9), e0257064

Van Keer, R. L., Deschepper, R., Huyghens, L., & Bilsen, J. (2019). Challenges in delivering bad news in a multi-ethnic intensive care unit: An ethnographic study . Patient Education and Counseling, 102 (12), 2199-2207. Web.

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A Complete Guide To Gibbs Reflective Cycle Nursing Australia

Elements of Gibbs Reflective Cycle

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Also Read:  Clinical Reasoning Cycle Nursing Case Study Assessment Answers

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

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

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

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

For more details about Gibbs Reflective cycle nursing or to know the Gibbs Reflective pros and cons, you are free to get in touch with Sample Assignment. Here you will find the experienced nursing assignment experts who are highly qualified and skilled in preparing assignments for Gibbs Reflective Cycle. So, don't worry and place your order with us immediately .

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• Your Project
• MoSCoW Method

What is the MoSCoW Method?

The MoSCoW Method is a prioritization tool that helps professionals in managing their time and effort .

To do so, it proposes to classify the importance of the different characteristics of a product (or a Project) according to their importance .

Its name is an acronym of the 4 Prioritization Categories proposed (adding two “o”):

• M ust Have .
• S hould Have .
• C ould Have .
• W on’t Have .

Four Prioritization Categories

Must Have : Essential Requirements that the product or project must have.

• Critical Features without replacement.

Should Have : Important desired Requirements for the product or project.

• They can be substituted if necessary.

Could Have : Improvements to the product or project.

• There are different alternatives.

Won’t have : Characteristics agreed not to be adopted .

• No one will waste time implementing them.

Let’s see the first example:

MoSCoW Method example

Imagine that you have been hired to create a Website for a Law firm.

They want a professional Site where people can Register and, once inside, track their court cases .

Since you want to deliver the best possible Site on time, you decide to follow the MoSCoW method .

How does it look like?

Must Have :

• Solid programming without any bugs.
• A Solid Register System.
• A Safe and Reliable personal directory.

Should Have :

• A Fast Site.
• An outstanding Design.
• Notifications sent by e-mail.

Could Have :

• Custom menus.
• Suggestions.
• A Blog section with latest news.

Won’t Have :

• Paid content.
• A Public Members section.

As we usually say, this Method may seem obvious.

Then… Why is it important?

Why is the MoSCoW Method important?

Many of professionals end up wasting time , effort and resources on useless task s that are ultimately not essential at all.

Surely you have experienced this situation working in a Team:

• Everyone spends hours modifying a minor feature and, ultimately, the important thing is missing .

That is why this Method is so important:

• Because it concentrates your efforts and forces you to think about what is really important .

As you can imagine, this Tool can be employed in practically all kinds of situations.

But when do we especially recommend it?

When should you use the MoSCoW Method?

We highly recommend to use the MoSCoW Method:

• To put order and prioritization.
• To avoid wasting time with non-essential touch-ups.
• In order to meet the Essential Requirements.
• When the product can have very different characteristics.

Now, let’s see more examples:

MoSCoW Method examples

We have chosen different real examples where the MoSCoW Method can be of great help for the development of certain products.

Let’s begin:

A Wallet - MoSCoW Method example

Let’s imagine that you are developing a wallet .

As you know, wallets are very modular products.

They can have:

• Several or few departments for cards.
• Coin purse… or not.
• 1 or 2 bill slots.

There is not a canonical wallet (one that is the benchmark for all the others).

• That is why you decided to use the MoSCoW Method to develop it.

After some thoughts, you decide that your wallet:

• 2 bill slots.
• 8 compartments for credit cards.
• High resistance materials and sewing.
• Leather as its main material.
• A translucid Credit card compartment.
• A transverse horizontal compartment.
• A striking color on the inside of the bill slots.
• Completely black exterior color.
• One translucid compartment for small photos.
• A Coin purse.
• A Passport compartment.

Making a Cake - MoSCoW Method example

In this example, we’ll imagine that you are preparing a wedding Cake .

• You have a very rigid deadline (the wedding day, of course).

In addition, as you also know, Cakes can have lots of variations.

• We could say they are very modular .

That is why you decide to use the MoSCoW Method.

How does it look?

Well, your Cake:

• White coating.
• Two sugar figurines on top.
• 6 layers of sponge cake inside.
• Belgian chocolate between the layers.
• Decorations on the edges
• Sugar flowers.
• Chocolate balls.
• Scattered sugar pearls.
• Multicolor layers.
• An excessive amount of decoration.
• Fruit flavor.

Designing a Poster - MoSCoW Method example

You are now an artist hired to Design a poster for a Rock concert.

Obviously, this is a Design job with infinite variations possible.

• Also, you have a close deadline to finish it.

No need to mention that you will use the MoSCoW Method.

Finally, the Poster:

• The name of the Main rock band, very prominent.
• Images and colors that best suit their style.
• A typeface that best suits the musical style.
• An illustration related to Rock in the middle.
• The name of the rest of the bands that will play.
• Where and when it will take place.
• Where you can buy the tickets.
• Nearby metro and bus stations.
• The name of the city.
• The maximum capacity of the stadium
• At what time each band will play.

Summarizing

The MoSCoW Method is a prioritization tool that helps professionals in managing their time and effort.

It proposes to classify the importance of the different characteristics of a product in 4 Categories :

• M ust Have.
• S hould Have.
• C ould Have.
• W on’t Have.

Although this Method can be used in all kinds of situations, we highly recommend to use it:

• When working in a team .
• In Design tasks .
• When there is a close deadline .
• With modular products or projects .
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