gibbs model of reflection essay

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.

Learn about our Editorial Process

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.

Gibb’s Reflective Cycle: Analysis Essay

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Geriatric Nursing and Key Competencies
The Reality of Providing Nursing Services in a Healthcare Rationing System
Wound Management Procedures and Their Importance
How to Clean a Wound During First Aid
Wound Care Management in Clinical Environment
Women, Heart, and Nursing
Medical Administration Errors in Nursing
Management of a Patient With Alzheimer’s: Case Study
Intuition as an Integral Part of Nursing
Assessing Blood Pressure by Auscultation
Chicago (A-D)
Chicago (N-B)

IvyPanda. (2023, June 22). Gibb's Reflective Cycle: Analysis. https://ivypanda.com/essays/gibbs-reflective-cycle-analysis/

"Gibb's Reflective Cycle: Analysis." IvyPanda , 22 June 2023, ivypanda.com/essays/gibbs-reflective-cycle-analysis/.

IvyPanda . (2023) 'Gibb's Reflective Cycle: Analysis'. 22 June.

IvyPanda . 2023. "Gibb's Reflective Cycle: Analysis." June 22, 2023. https://ivypanda.com/essays/gibbs-reflective-cycle-analysis/.

1. IvyPanda . "Gibb's Reflective Cycle: Analysis." June 22, 2023. https://ivypanda.com/essays/gibbs-reflective-cycle-analysis/.

Bibliography

IvyPanda . "Gibb's Reflective Cycle: Analysis." June 22, 2023. https://ivypanda.com/essays/gibbs-reflective-cycle-analysis/.

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