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Gibbs’ Reflective Cycle

What is the gibbs' reflective cycle.

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

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

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

It consists of  6 Repetitive Steps (a cycle):

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

This cycle must be repeated until Obtaining the Desired Results .

The Six Steps of Gibbs' Reflective Cycle

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

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

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

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

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

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

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

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

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

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

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

• Applying the Conclusions obtained in this Cycle.

Repeat the Cycle until Reaching the Desired Results .

Gibbs’ Reflective Cycle Template

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

• How to use this Cycle .

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

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

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

How to use the Gibbs Reflective Cycle

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

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

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

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

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

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

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

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

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

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

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

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

Let’s see some examples:

Gibbs Reflective Cycle examples

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

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

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

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

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

Let’s see How you use it:

Description - Gibbs Reflective Cycle example

The Situation in which you want to Improve :

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

Feelings - Gibbs Reflective Cycle example

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

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

Evaluation - Gibbs Reflective Cycle example

You then Evaluate what happens in these Situations :

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

Analysis - Gibbs Reflective Cycle example

Now, you start thinking about the Whys :

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

Conclusion - Gibbs Reflective Cycle example

You Obtain important Conclusions from this Analysis :

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

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

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

Action Plan - Gibbs Reflective Cycle example

Finally, you decide to Develop an Action Plan :

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

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

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

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

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

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

Reflective writing: Gibbs

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

On this page: ​​

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

Gibbs' Reflective Cycle

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

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

Model of Gibbs' Reflective Cycle

Criticism of this framework

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

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

Open University (2014) in  OpenLearn

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

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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.

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IvyPanda . (2022) 'Communication in Nursing Practice: Gibbs' Reflective Cycle'. 17 June.

IvyPanda . 2022. "Communication in Nursing Practice: Gibbs' Reflective Cycle." June 17, 2022. https://ivypanda.com/essays/gibbs-reflective-cycle-essay-essay-examples/.

1. IvyPanda . "Communication in Nursing Practice: Gibbs' Reflective Cycle." June 17, 2022. https://ivypanda.com/essays/gibbs-reflective-cycle-essay-essay-examples/.

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IvyPanda . "Communication in Nursing Practice: Gibbs' Reflective Cycle." June 17, 2022. https://ivypanda.com/essays/gibbs-reflective-cycle-essay-essay-examples/.

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