Even more broadly: what are your overall career goals now? Have they changed over time?
Before participating in a professional development activity
What do you want to get out of this activity? Is there something specific that you want to learn or explore? Someone you want to meet? An idea you want to discuss?
Review learning objectives and/or meeting programs or abstracts before and during reflection.
After the activity
What did you learn in the activity? If it does not match what you hoped to learn, what follow-up do you need to do to achieve your learning goals?
Are there things that you want to do differently in your work? If so, what are they?
Did you learn anything that changes how you understand your work and identity as a librarian? What impact might this have on your practice?
What do you want to learn next? How will you learn it?
Special considerations for multiday meetings
The schedules of multiday meetings are often dawn-to-dusk meetings, papers, keynotes, networking, and more. Take time to reflect occasionally during the meeting. If this ends up as a simple “brain dump” with little reflection, that is okay. The key is to capture your thoughts and ideas. In-depth reflection can take place after the meeting.
Consider what you have learned so far, questions you have, programs you could implement in your library, new research ideas, new people you have met, etc. Given your goals, what are your next steps?
After multiday meetings, consider blocking out time on your schedule for reflection. It is very easy to fall back into day-to-day work and forget to take time to reflect.
Demonstrating professional performance
While reflective practice works best when the librarian wants to be engaged in reflection, some institutions require self-reflection as a part of the performance evaluation process, such as part of a portfolio [ 18 , 19 ]. Because meaningful reflection requires privacy and a trusted environment, reflection on one's performance takes place before the self-evaluation document is written. The document reports on the outcomes of the self-reflection, rather than the full reflective process.
FORMATS FOR REFLECTIVE PRACTICE
Reflective practice can take on a variety of formats that can be used with a model, combination of models, or no model. Find the formats that work best, remembering that as needs change, so might preferred formats.
Reflecting alone without recording the reflections
The simplest way to engage in reflective practice is to reflect alone without recording the reflections. This is somewhat similar to meditation in that it is internal reflection; however, analysis and judgment occur that are absent in meditation. This format is a good option if time for reflective practice is short. It is better to think about a situation and not record, than to skip reflection altogether because of lack of time. One drawback to this format of reflective practice is that it relies on memory to track the outcomes of reflection.
Reflecting alone and capturing the reflection
Reflecting alone and recording the reflection is a popular format for reflective practice. Reflective writing (handwritten journal entry or typing an electronic document) is a common way to reflect, though audio or video recordings can also be used. The obvious benefit of this format is that the reflection is captured for future review. A less obvious but more important benefit of reflective writing is that the writing “is the reflective process,” rather than just a recording of the reflection [ 20 ], because the physical process of writing helps clarify thoughts and conclusions. Librarians who are not comfortable with writing could use a form (perhaps based on steps in a reflective practice model) to jot down key ideas from reflection.
Talking with another person, such as a colleague or mentor
For some, talking through reflection can be effective. Reflective conversation with another person, such as a colleague or a mentor, can lead to additional insight. An outsider's perspective and questions might shed some light on the situation and increase understanding. These conversations need to take place in an environment that is confidential in order to explore situations fully and honestly. Reflective conversations can also be held with a supervisor, though the power differential may hinder deep reflection and honesty. Reflective conversations have additional aspects that need to be considered, which are listed in supplemental Appendix B .
Talking with a group of people
Small group discussions are another format for those who would like to verbalize their reflections. Group members can support one another in their reflections and learn from each other's successes and mistakes. It can be a regularly scheduled meeting or one called specifically when someone is looking for outside perspectives. Health sciences and medical librarians who work in different environments (e.g., academic, hospital, corporate) can consider forming groups with the intention of conducting reflection. Having some commonalities and some differences supports rich discussion. While reflecting in a group has similar considerations as reflecting with one other person (confidentiality and potential power differentials), it has additional considerations, such as how the group will be facilitated. Supplemental Appendix B lists considerations for being part of a reflective small group.
Reflecting alone, followed by talking with others
Another option is a combination of reflecting alone and then talking with others, either one-on-one or in a group. This is particularly helpful for those who have trouble identifying the outside perspective or overcoming other challenges in the reflective process. Talking to one or more colleagues can foster deeper individual reflection. Personality, preference, and opportunity will have an impact on format choice. Regardless of the chosen formats, reflection can be freeform or follow a model.
USE OF A MODEL
There is no formal model for conducting reflection that is geared toward health sciences and medical librarians; however, there are many published models in other professions. A reflective practice model can be used exactly as described in the literature or it can be used as a loose guide. As noted above, it can be turned into a form, where brief answers or comments can be jotted down without extra narrative. Models often provide a visual structure of the reflective process, which allow individuals who are reflecting to incorporate a process for thinking about their experiences, rather than have thoughts float around out of context [ 10 ]. Using a model can be particularly helpful for people who are new to reflective practice or for those who want to deepen their practice. Three example models are described below. Additional models can be found in supplemental Appendix A .
Situation, Evidence, Action (SEA)-Change Model
There are varied reflective practices models from many disciplines, yet the nature of intentional reflection requires the three components described earlier: description of the experience, reflection on and exploration of why things happened as they did, and identification of changes to thinking and behavior to improve the outcomes of future experiences. Some models—such as the Situation, Evidence, Action (SEA)-Change Model ( Table 2 ) that originated in professional library education—focus on these three elements. Instead of including generic questions to guide reflection, the SEA-Change Model identifies characteristics of deep reflection, as defined by Moon [ 21 ]. While the complete model includes a de-scaffolding component to help instructors facilitate student autonomy during reflection, leading to independence, the core of the model is three steps: identify the situation, provide the evidence, and follow through with an action or change [ 22 ].
Situation, Evidence, Action (SEA)-Change model
SEA-Change process phases
Characteristics of deep reflection process
S: Situation
Trigger and/or catalyst: clearly defined and understood.
Critical (analytical or deep) reflection of multiple perspectives.
E: Evidence
Assimilation of the evidence from the past or present.
Learning process based on evidence, new knowledge, or understanding acquired.
A: Action
Need for action identified based on above.
What action or change is needed? Future
Action or change in behavior or the situation
Adapted by permission of Barbara A. Sen.
Gibbs Reflective Cycle Model
Other models, such as Gibbs' Reflective Cycle Model ( Table 3 ) from the literature of teacher education, include more stages—"Description,” “Feelings,” “Evaluation,” “Analysis,” “Conclusion,” and “Action Plan”—and provide guiding questions to foster a more complete reflection [ 23 ]. Even with these extra stages, the three core components of reflective practice are present.
Description
Describe your experience.
Feelings
Evaluation
Analysis
Conclusion
Action plan
Used under Creative Commons Attribution NonCommercial 3.0 Unported License by Oxford Centre for Staff and Learning Development, Oxford Brookes University, Wheatley Campus, Wheatley, Oxford, UK, OX33 1HX.
Kim's Critical Reflective Inquiry Model
Some models apply the three main elements of reflective practice to a specific focus. Kim's Critical Reflective Inquiry Model ( Figure 1 ), from the literature of advanced nursing practice, describes three phases: “Descriptive,” “Reflective,” and “Critical/Emancipatory” [ 24 ]. In addition to reflection on the situation, it explicitly calls for reflection on one's espoused theories and intentions. This provides appropriate material for the final stage: critiquing practice and participating in the process that leads to change. The key aspect of this model requires critiquing beliefs, assumptions, and personal and professional values. Because of the nature of critical reflective practice, this model benefits from a combination of individual reflection and reflective conversation with others.
These three models are a small sample of published reflective practice models. When reviewing models for possible use, consider whether you are:
New to reflective practice? Consider a model that includes guiding questions.
Short on time? Consider a simple three-component model.
Interested in a specific theoretical underpinning? Some models are highly informed by specific theories; others are more practical. Make sure to review the theories used and the assumptions made by potential models. For example, Ghaye offers a strengths-based model [ 25 ].
Interested in creative expression? There are models that incorporate storytelling [ 26 ] and poetry [ 27 ] as part of the reflective process.
Remember that all models include describing a situation, using reflection to make sense of it, and identifying and making appropriate changes.
REFLECTIVE PRACTICE IN ACTION
The beauty of reflective practice is that it can be used by health sciences and medical librarians in any type of library, in any type of work, and at any stage in their careers. There are many ways in which reflective practice can be applied to librarianship.
Evidence-based library and information practice
Reflective practice is an important component of evidence-based library and information practice (EBLIP) [ 28 , 29 ]. Koufogiannakis and Brettle state that “EBLIP asks librarians to think critically about their practice and the process they use in making decisions” [ 30 ]. Reflection is embedded throughout the process, starting with an articulation of the problem to solve or decision to be made and ending with evaluation of the implemented solution or decision made. The journal Evidence-Based Library and Information Practice has a column called “Using Evidence in Practice,” which provides a place for librarians to share their experiences with applying evidence to a situation, including a reflection on their processes.
Reflective practice can also be used to improve librarians' skills as creators of evidence. Some authors focus on specific techniques, such as reflective writing [ 31 ], while others situate reflective practice in the broader context of research [ 32 , 33 ]. Hypothesis , the journal of the MLA Research Caucus, recently introduced a column called “Failure,” which is an opportunity for health sciences library researchers to reflect on challenges in the research process and how the challenges could have been avoided, allowing others to learn from their experiences [ 34 ].
Critical librarianship
Critical librarianship, “bringing social justice principles to…work in libraries” [ 35 ], relies on critical reflection to explore areas where libraries and librarians are supporting systems of oppression and to identify alternatives [ 36 ]. Articles on critical librarianship often identify examples and questions from librarianship or other disciplines that can be incorporated into critical reflection. For example, the #CritLib moderators post questions to be discussed at upcoming Twitter chats that can be adopted for individual critical reflection [ 35 ], and questions from parts of the chats are archived on the website. Regardless of the source of guidance for critical reflection, it is important to critical librarianship that the reflection results in action: “linking reflection to action is the enactment of critical practice ” [ 6 ].
Improvement of teaching
Teacher education has a long tradition of reflective practice to improve instruction and classroom management, resulting in a large body of knowledge that has informed the professional development of librarians in teaching roles. Reflective practice has been promoted as a tool for improving teaching skills [ 37 – 39 ] and as a technique for developing one's identity as a teacher [ 4 , 38 ]. The Association of College & Research Libraries' Framework for Information Literacy for Higher Education has been suggested as a tool to guide reflection with the purpose of improved instruction [ 40 ]. Reflective practice is a key component in the development of a teaching portfolio [ 18 ].
Management and leadership
Reflective practice is a helpful tool for administrators, both for helping employees improve their performance and improving the supervisor's own practice. An institution may require employees to complete self-evaluations of their performance prior to the supervisors' evaluations. These annual self-evaluations can be difficult as employees struggle to remember a year's worth of activity. Reflective practice can mitigate the process. Supervisors can encourage their employees to reflect on a regular basis, whether it be monthly, quarterly, or biannually, as an effective way for employees to review their own work and track what was done, constructively gain insight into their performance, and document outcomes of practice improvement processes. This use of reflective practice enables thoughtful consideration of performance and can be used in informal or structured ways.
Reflective coaching can be used with employees between annual evaluations [ 41 ]. Reflective practice is beneficial to individual managers and to management teams. Just as the act of reflecting on one's own past work is a helpful tool for employees, it is also helpful for managers. It is a learning process itself, and that learning enables future change and a higher understanding of one's own strengths and weaknesses. Beyond specific work situations, resources are available to use reflection to explore core aspects of leadership [ 19 , 42 ].
It is not easy to engage in reflective practice. It takes time, dedication, and energy, any or all of which can be in short supply. Investing in one's self and one's career to become a better health sciences or medical librarian is worth the cost. Here are some tips to support exploration of reflective practice.
Pay attention
Reflective practice includes aspects of mindfulness, as only through paying attention can situations that would benefit from reflection be identified, such as surprising outcomes or uneasy feelings [ 43 ]. With a mindful approach, one can explore situations and alternatives in a way in which defensiveness is reduced, improving one's ability to plan and take action.
Be intentional and purposeful
Start each reflection with an intention to guide the time: why reflect on the identified situation? It is easy to start reflecting on a particular situation and then drift to something else. Granted, the tangent might lead to an important discovery, but an intention can help maintain focus. Sample intentions are how to improve an instruction session with negative evaluations or how to work more efficiently with the information technology (IT) department to streamline access to library resources.
Use a model to get started
As noted above, using a model can help visualize the process and provide a structure for the reflection. Most reflective practice models include a series of questions that can be used to guide reflection. Pick one that seems likely to work well for the current situation (time available, experience with reflective practice, complexity of the intention, and so on). If it does not work as well as expected, try another.
McCorquodale advises: “Value yourself enough to take time to reflect on your practice” [ 44 ]. One of the most common factors identified as a barrier to engaging in reflection is lack of time [ 45 , 46 ]. Everyone leads busy lives, and scheduling time for reflection is the first step to incorporating reflective practice into work life. What is needed: scheduling reflection time regularly or reflecting when a situation arises? If regular reflection is desired, when would be the best time and day to schedule it? Is it scheduled after certain kinds of events, such as after each instruction session? How long might a reflection period last? Block out reflection time on the schedule and defend it. Remember why investing time and effort in reflective practice is worthwhile.
Finding a space to reflect is as important as making time. The office is not ideal as there are often too many distractions and interruptions. Whether it is a couch in the library or a table at a coffee shop, find a space to conduct reflection. The space should be a place where one feels confident, protected, free from discrimination, and secure to conduct efficient reflection.
Find support
There are many different types of support that can be utilized to help to make the reflection process easier. Support from a supervisor can help facilitate the process by helping to find time to reflect. This support will allow the supervisor to see an interest in assessing the quality of the employee's work for professional growth. Supplementing independent reflection with conversation with trusted colleagues (individually or in a group) can provide feedback, clarity, support, and accountability. There are multiple opportunities to find a mentor through professional organizations such as MLA, the Association of Academic Health Sciences Libraries, and regional or state associations.
Be consistent
Reflective practice is not a skill learned overnight. Like all skills, experience brings improvement both in the reflective process and the application of insights from reflection to professional practice. Consider keeping track of reflections and outcomes in order to reflect on them. Reviewing that history can help identify how reflective practice skills have improved. Reflective practice is not a “one-size fits all” methodology, and there will be some trial and error to find what works best. Additional resources about reflective practice can be found in supplemental Appendix C .
Developing a practice of using intentional reflection does not happen quickly or spontaneously. It requires practitioners to be purposeful and build processes for reflective practice. The investment of time and energy in intentional reflection allows health sciences librarians to learn from their experiences and most importantly, helps them close the circle and apply what they have learned to improve their professional practice.
DATA AVAILABILITY STATEMENT
Supplemental files.
Schools & departments
Gibbs' Reflective Cycle
One of the most famous cyclical models of reflection leading you through six stages exploring an experience: description, feelings, evaluation, analysis, conclusion and action plan.
Gibbs' Reflective Cycle was developed by Graham Gibbs in 1988 to give structure to learning from experiences. It offers a framework for examining experiences, and given its cyclic nature lends itself particularly well to repeated experiences, allowing you to learn and plan from things that either went well or didn’t go well. It covers 6 stages:
Description of the experience
Feelings and thoughts about the experience
Evaluation of the experience, both good and bad
Analysis to make sense of the situation
Conclusion about what you learned and what you could have done differently
Action plan for how you would deal with similar situations in the future, or general changes you might find appropriate.
Below is further information on:
The model – each stage is given a fuller description, guiding questions to ask yourself and an example of how this might look in a reflection
Different depths of reflection – an example of reflecting more briefly using this model
This is just one model of reflection. Test it out and see how it works for you. If you find that only a few of the questions are helpful for you, focus on those. However, by thinking about each stage you are more likely to engage critically with your learning experience.
This model is a good way to work through an experience. This can be either a stand-alone experience or a situation you go through frequently, for example meetings with a team you have to collaborate with. Gibbs originally advocated its use in repeated situations, but the stages and principles apply equally well for single experiences too. If done with a stand-alone experience, the action plan may become more general and look at how you can apply your conclusions in the future.
For each of the stages of the model a number of helpful questions are outlined below. You don’t have to answer all of them but they can guide you about what sort of things make sense to include in that stage. You might have other prompts that work better for you.
Description
Here you have a chance to describe the situation in detail. The main points to include here concern what happened. Your feelings and conclusions will come later.
Helpful questions:
What happened?
When and where did it happen?
Who was present?
What did you and the other people do?
What was the outcome of the situation?
Why were you there?
What did you want to happen?
Example of 'Description'
For an assessed written group-work assignment, my group (3 others from my course) and I decided to divide the different sections between us so that we only had to research one element each. We expected we could just piece the assignment together in the afternoon the day before the deadline, meaning that we didn’t have to schedule time to sit and write it together. However, when we sat down it was clear the sections weren’t written in the same writing style. We therefore had to rewrite most of the assignment to make it a coherent piece of work. We had given ourselves enough time before the deadline to individually write our own sections, however we did not plan a great deal of time to rewrite if something were to go wrong. Therefore, two members of the group had to drop their plans that evening so the assignment would be finished in time for the deadline.
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'
Before we came together and realised we still had a lot of work to do, I was quite happy and thought we had been smart when we divided the work between us. When we realised we couldn’t hand in the assignment like it was, I got quite frustrated. I was certain it was going to work, and therefore I had little motivation to actually do the rewriting. Given that a couple of people from the group had to cancel their plans I ended up feeling quite guilty, which actually helped me to work harder in the evening and get the work done faster. Looking back, I’m feeling satisfied that we decided to put in the work.
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 things that were good and worked well was the fact that each group member produced good quality work for the agreed deadline. Moreover, the fact that two people from the group cancelled plans motivated us to work harder in the evening. That contributed positively to the group’s work ethic. The things that clearly didn’t work was that we assumed we wrote in the same way, and therefore the overall time plan of the group failed.
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'
I think the reason that our initial division of work went well was because each person had a say in what part of the assignment they wanted to work on, and we divided according to people’s self-identified strengths. I have experienced working this way before and discovered when I’m working by myself I enjoy working in areas that match my strengths. It seems natural to me that this is also the case in groups.
I think we thought that this approach would save us time when piecing together the sections in the end, and therefore we didn’t think it through. In reality, it ended up costing us far more time than expected and we also had to stress and rush through the rewrite. I think the fact we hadn’t planned how we were writing and structuring the sections led us to this situation.
I searched through some literature on group work and found two things that help me understand the situation. Belbin’s (e.g. 2010) team roles suggests that each person has certain strengths and weaknesses they bring to a group. While we didn’t think about our team members in the same way Belbin does, effective team work and work delegation seems to come from using people’s different strengths, which we did.
Another theory that might help explain why we didn’t predict the plan wouldn’t work is ‘Groupthink’ (e.g. Janis, 1991). Groupthink is where people in a group won’t raise different opinions to a dominant opinion or decision, because they don’t want to seem like an outsider. I think if we had challenged our assumptions about our plan - by actually being critical, we would probably have foreseen that it wouldn’t work. Some characteristics of groupthink that were in our group were: ‘collective rationalisation’ – we kept telling each other that it would work; and probably ‘illusion of invulnerability’ – we are all good students, so of course we couldn’t do anything wrong.
I think being aware of groupthink in the future will be helpful in group work, when trying to make decisions.
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'
I learned that when a group wants to divide work, we must plan how we want each section to look and feel – having done this would likely have made it possible to put the sections together and submit without much or any rewriting. Moreover, I will continue to have people self-identify their strengths and possibly even suggest using the ‘Belbin team roles’-framework with longer projects. Lastly, I learned that we sometimes have to challenge the decisions we seem to agree on in the group to ensure that we are not agreeing just because of groupthink.
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'
When I’m working with a group next time, I will talk to them about what strengths they have. This is easy to do and remember in a first meeting, and also potentially works as an ice-breaker if we don’t know each other well. Next, if we decide to divide work, I will insist that we plan out what we expect from it beforehand. Potentially I would suggest writing the introduction or first section together first, so that we have a reference for when we are writing our own parts. I’m confident this current experience will be enough to remind me to suggest this if anyone says we should divide up the work in the future. Lastly, I will ask if we can challenge our initial decisions so that we are confident we are making informed decisions to avoid groupthink. If I have any concerns, I will tell the group. I think by remembering I want the best result possible will make me be able to disagree even when it feels uncomfortable.
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.
In a group work assignment, we divided sections according to people’s strengths. When we tried to piece the assignment together it was written in different styles and therefore we had to spend time rewriting it.
I thought our plan would work and felt good about it. When we had to rewrite it, I felt frustrated.
The process of dividing sections went well. However, it didn’t work not having foreseen/planned rewriting the sections for coherence and writing styles.
Dividing work according to individual strengths is useful. Belbin’s team roles (2010) would suggest something similar. I have done it before and it seems to work well.
The reason piecing work together didn’t work was we had no plan for what it needed to look like. We were so focused on finishing quickly that no one would raise a concern. The last part can be explained by ‘groupthink’ (e.g. Jarvis, 1991), where members of a group make a suboptimal decision because individuals are afraid of challenging the consensus.
I learned that using people’s strengths is efficient. Moreover, planning how we want the work to look, before we go off on our own is helpful. Lastly, I will remember the dangers of groupthink, and what the theory suggests to look out for.
I will use Belbin’s team roles to divide group work in the future. Moreover, I will suggest writing one section together before we do our own work, so we can mirror that in our own writing. Finally, I will speak my mind when I have concerns, by remembering it can benefit the outcome.
Adapted from
Gibbs G (1988). Learning by Doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford.
DOI: 10.33776/remo.vi19.7224
Corpus ID: 260547847
Gibbs’ cycle review. Emotions as a part of the cycle
Fabio Galli , Carline New
Published in Revista de Educación… 9 December 2022
Psychology, Education
One Citation
Acceptability and effectiveness of cinematic simulation on leveraging nursing students’ mental mastery in the psychiatric clinical experience: a randomized controlled trial, related papers.
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Reflection as part of continuous professional development for public health professionals: a literature review
Article contents
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Supplementary Data
Nishamali Jayatilleke, Anne Mackie, Reflection as part of continuous professional development for public health professionals: a literature review, Journal of Public Health , Volume 35, Issue 2, June 2013, Pages 308–312, https://doi.org/10.1093/pubmed/fds083
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For many years, reflection has been considered good practice in medical education. In public health (PH), while no formal training or teaching of reflection takes place, it is expected as part of continuous professional development. This paper aims to identify reflective models useful for PH and to review published literature on the role of reflection in PH. The paper also aims to investigate the reported contribution, if any, of reflection by PH workers as part of their professional practice.
A review of the literature was carried out in order to identify reflective experience, either directly related to PH or in health education. Free text searches were conducted for English language papers on electronic bibliographic databases in September 2011. Thirteen papers met the inclusion criteria and were reviewed.
There is limited but growing evidence to suggest reflection improves practice in disciplines allied to PH. No specific models are currently recommended or widely used in PH.
Health education literature has reflective models which could be applied to PH practice.
The practice of public health (PH) is a science as well as an art. 1 PH professionals may work across all or some of its main domains—health improvement, health protection and health services. The Faculty of Public Health provides direction and guidance to enable the development of professionals and establish competencies that specify behaviour, skills and attitudes. The Faculty encourages professionals to reflect as part of essential practice. 2 Many different disciplines contribute to the PH workforce, but all are expected to keep themselves up to date through continuing professional development (CPD). However, the mere experience of carrying out some developmental activity may not be sufficient to enable future improvements and thus many medical specialities encourage their practitioners to reflect on their experiences. 3
Reflection can contribute to learning. 4 Illeris 4 describes learning to consist of emotional and social dimensions as well as cognitive. In practice, the cognitive aspects are most easily measured through assessments or performance, while the emotional and social aspects may be less easily captured. Frameworks of reflection could support the development of both these dimensions. 5 Further to this, if learning is considered to take place in the form of a cycle, as shown in Fig. 1 , the role of reflection becomes apparent.
Four stages of Kolb's learning cycle 6 .
The cycle of learning comprises four elements—a concrete experience, an observation and reflection, formation of abstract concepts and testing in new situations. 6 The circular model does not mean each stage should be equally weighted in time and emphasis. 7 Kolb and Fry, in their theory, argue that the cycle can begin at any of those points. However, in its simplified form, the learning cycle will begin by carrying out a task, the person would reflect on that experience and apply the learning in a new situation. In order to apply experience to the new situation, the ability to generalize through identifying principles and their connections to actions over a range of circumstances is required. Throughout the process, learners rate themselves which is an important element for adult learners 8 and could be considered relevant for continuous professional development. In his work, Donald Schon 9 concludes that the possible objects for reflection can be as varied as the situations faced and the systems in which they occur. Reflection can be understood as the ‘ability to gain understanding of specific issues in practice through critically contextualizing, observing and analysing to generate new knowledge and insights which can enhance practice’. 10 This may mean the individual might reflect on the feeling for a situation which has led to adoption of a particular course of action, the way in which the problem has been framed and/or the role this has created for the individual in the wider institution as a result. 9 It can be seen as the process of reasoned thought which enables a critical assessment of both self as a professional and as an agent of change. 10 This latter is of particular relevance to PH professionals in their roles of influencing decision-making.
However, as a speciality on the whole, PH has focused heavily on quantitative measures for evaluation. The purpose of this paper is to describe the development of a framework for learning to reflection for individuals as well as for teams and to identify approaches to guide continuous professional development. This paper describes how this could be implemented and used in everyday work to enable professional development.
Literature search strategy
A literature search was undertaken using CINAHL, Medline and OvidSP electronic databases in September 2011. The search terms used were evidence-based practice, research evidence, medical education, qualitative research, reflective practice, reflection and evidence. Other sources included handpicking of books on evidence-based practice, reflection and research. Full texts of potentially relevant articles were obtained. Papers were identified for inclusion in the review by examination of full text articles. Data relating to characteristics of the population, intervention, outcome measures, study design and outcomes were collected.
Inclusion criteria
Papers written in English only were included. Articles pertaining to reflection in or on practice in PH or related disciplines were included. Documents published between 1970 and 2011 were included. Peer- and non-peer-reviewed publications were considered.
Exclusion criteria
Articles that included reflection as by-product rather than the main focus were excluded. Non-English language publications were excluded.
Electronic searches yielded over 100 citations. Further citations were obtained by hand searching of reference lists. More than 20 full articles were retrieved and assessed against the set inclusion criteria. Of the five papers included in this review, none were from PH, two from nursing and two from other allied health professions or other education literature. One further model was included from non-health background.
The search did not find evidence that particular frameworks were in regular use in current PH practice. The search identified educational concepts from the literature which could be applied to PH. Several approaches to reflection were found. While none of these were linked directly to PH practice, their use in medicine was referenced. The literature discussed here were selected on relevance and focused on the synthesis on framework, service-based learning and mentorship.
Burton's approach 11 was to use the core questions focused on reflection on action but with the ability to be applied in and before action. Burton's cycle of three questions comprises the questions: What? So what? Now what? These are questions which the reflector can answer during the reflective process.
Boud et al . 12 defines reflection in the learning context and focuses on the personal experience as the object of reflection—as the intellect and affects lead to new understandings and appreciations. Boud describes three main components to consider—experience, reflection and outcome. The experience can be a behaviour, ideas or feelings. The reflection will include returning to the experience, attend to feelings that it brought about and a re-evaluation of the experience. The outcome will look at new perspectives, changes to behaviour and an application of learning into practice.
The Gibbs' reflective cycle (1988) encourages a clear description of the situation, analysis of feelings, evaluation of the experience and an analysis to make sense of the experience. This would be followed by conclusions where other options are considered and reflection upon experience to examine what one would do if the situation arose again. 13 In essence, Gibbs describes a cycle of description, feelings, evaluation, analysis, conclusion and action plan. The description is questioning what happened followed by the feelings brought about through the questions—‘what were you thinking and feeling?’. The evaluation component describes what was good and not so good about the experience. The analysis should identify what sense can be made of the situation and the conclusion details of what else could have been done. The process of reflection is ended with an action plan for what could be done if the situation arose again.
Atkins and Murphy 5 through their model suggest that for reflection to have a real effect it needs to be followed by an action commitment. The authors describe a cycle of awareness, description, analysis, evaluation and learning. The reflective process begins with the awareness of uncomfortable feelings and thoughts from the action or new experience followed by a description of the situation including thoughts and feelings. This would need to include salient events and key features identified by the reflector. The reflector would need to analyse feelings and knowledge relevant to the situation—identifying knowledge, challenging assumptions, imagining and exploring alternatives.
The reflection process would also need to include evaluation and consolidating learning. Evaluate the relevance of knowledge through asking questions includes the following: ‘Does it help to explain and/or solve problems’? ‘How complete was the use of knowledge’? These steps would be followed by identifying any learning which has occurred.
After-action review is a de-brief process in practice originally developed by the US army which aims to identify how to improve, maintain strengths and focus on performance of specific objectives. The de-brief manual provides guidance for individuals and group reviews. 14 The review would answer the following four questions: What was supposed to happen? What actually happened? Why were they different? What did we (I) learn?
Main findings
There is no published evidence of the use of particular models of reflection in PH practice. The general medical education literature contains various approaches to reflection.
The evidence base to suggest learner's self-reflection skills can be improved through formal training is still lacking.
There are a variety of theories on reflection in the education literature. The implication this brings to individual PH practitioners is to consider when and how they will reflect as part of their continuous learning cycle. In addition, whether the act of reflection should be done alone or as part of a team or both will need to be established. As a discipline that has focused less on reflection in the past it is possible to draw on theories and models already existent and in use within medicine. There are a range of ways to reflect which include methods like journal writing, discussions and use of technology such as blogs. 15 There is also a range of aspects to be considered, for example, individual perspective, team dynamics and societal impacts. Ultimately, the aim of reflection would be to improve practice and learn from relevant experiences. It is obvious that this comes from being an analytical reflector and moving beyond pure description. As some of the literature suggests, it is useful to recognise emotional influence and challenge one's ideas. In broader learning terms, it is also useful to consider the relevance of prior experience.
Reflection enhances personal development by leading to self-awareness. 16 If the focus of reflection is improvement in patient care, it helps to expand and develop clinical knowledge and skills. 17–19 The process slows down activity providing time to process material of learning and link to previous ideas. 20 It should also enable more ownership of the learning taking place. 20 Reflection has been reckoned to promote optimum effectiveness and efficiency in an ever evolving and complex health-care system through practitioners auditing their own practice. 21 , 22 ‘Reflection reminds qualified practitioners that there is no end point to learning about their everyday practice’. 18
Where it exists, the practice of reflection has tended to focus on individual professionals at specific points in time and/or on specific elements of practice. 10 This, however, can form only a part of the experience as many PH actions involve many disciplines. Often action takes place across multi-sectoral teams and involves multi-phased interventions. Programme delivery is often longer term, should be population focused and policy led.
The learner involvement is a key fundamental principle of adult education. PH CPD and the reflection that forms part of it can be viewed in light of adult education as individuals need to take ownership and engage in setting their learning agenda. 23 Therefore, the mere act of reflecting supports the androgogical model as adults need to be able to establish the purpose of the activity undertaken and identify how to cope effectively with real-life situations. 24
There needs to be opportunity to reflect as individuals as well as in teams in an acute manner while carrying out the longer term projects. Reflection can be used as a tool to facilitate professionals to assess beliefs, values and approaches to practice. 25 These factors determine how individuals personally and the policies/programmes which they deliver, act as agents of change, contributing to empowerment. Adult learners are more likely to believe and instil ideas that they help create. The environment can provide many structured activities that generate the ideas, concepts or techniques if an active decision to do so is taken. The practitioner could then experience surprise, puzzlement or confusion associated with the situation. Reflecting on the phenomena that is being experienced and prior understanding which have implicated, the resulting behaviour will lead the learner to new understanding. 9
In the health promotion literature, reflection on external and internal factors is recommended. These factors, however, could be equally applied to other domains of PH as they will include policy, professional and societal influences (examples of external factors) and attitudes, skills, experiences and team dynamics (examples of internal factors). 26
The practice of self-reflection in academic achievement has been captured in disciplines that contribute to PH. A positive impact was noted through reflective journal writing over only scientific report writing for those studying biology. 27 This was evidenced through greater awareness of cognitive strategies and conceptions of learning when learners constructed more complex and related knowledge when learning from text. In studies of mathematics students, while reflection was not necessary for high grades of achievements, it supported better conceptualization of meanings of the technical definitions. 28 Practice, shaped through reflection can develop professionals, organizations and society. This is already considered important within health promotion. 25
Educational concepts and the impact of reflection are not easily measurable. 29 Therefore, its merits may be overlooked. One can argue that this approach of reflecting on an issue is too straight forward and, in practice, difficult issues may take months to reflect on. Doing so quickly might lead to a paper exercise. Explicit frameworks may not be suitable for some situations. Frameworks vary in their focus of contexts. However, they are aimed to be critical analyses of knowledge and experience to deepen understanding. Time, motivation, initial expertise and lack of peer support are recognized barriers to reflection. To add to this are organizational contexts and team dynamics—frequent problems faced by PH professionals. 10 However, a structure to guide the process of reflection on the content and the process of learning would be deemed useful. 30
Limitations
With the aim of providing a broad overview of reflective approaches relevant to PH professionals, this work provides a selection and not a complete comprehensive collection of medical education literature.
What does this report add?
There are very few articles relating the use of reflection to current PH practice and furthermore on the strengths and weaknesses of different models that could be applied. This review article outlines some of the most applicable and outlines their merits and otherwise. Individuals working in PH may consider some of the approaches described here alongside their current professional development activities either as individual learners or as part of learning within teams.
At present, the strength and extent of the evidence base for the educational effects of reflection in a PH setting is limited.
However, there is evidence of an improving trend in the quality of reported studies. ‘Higher quality’ papers identify improvements in knowledge and understanding, increased self-awareness and engagement in reflection and improved opportunities through specialist training and continuous professional development.
In recognition of the time commitment involved, the benefits to the profession must be apparent. In addition, the opportunity cost of other learning and developmental activity forgone needs to be considered. Further work is needed to strengthen the evidence base for reflection, particularly, where possible, comparative studies which observe changes in knowledge and abilities directly.
Given its merits, while the quantitative evidence base is limited, what are the implications for practice? Given PH's stated desire to base practice upon evidence there is urgent need to formally assess the effectiveness of reflection in the improvement of PH practice.
We would like to thank Joanne Harcombe for her helpful comments on the draft manuscript.
Oxford University Press is a department of the University of Oxford. It furthers the University's objective of excellence in research, scholarship, and education by publishing worldwide
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Gibbs Reflective Cycle
Posted on: January 6, 2020
Author: Clare Hopkinson
Reflection is a key aspect of the personal and professional development that nurses are required to undertake to keep pace with the changing nature of practice. It helps ensure safe and effective evidence-based care by allowing nurses to constantly improve their skills.
This article brings a fresh perspective to G ibbs Reflective Cycle for nurses starting out in practice and shows how critical reflection can be used as a systematic and thoughtful approach to improve and develop skills. It also explains why it is necessary to go beyond this model and includes ideas and activities for how to put this into practice by keeping a diary.
Why is Reflection important for nurses?
We all engage in the kinds of conversations in which the shortcomings of systems, organisations or other people are identified and where simple solutions for making things better are suggested. Unfortunately, the same cannot always be said in relation to ourselves: indeed, we rarely engage in conversations that identify our own shortcomings, let alone provide solutions for improving our performance as nurses. If nothing else, reflection provides an opportunity to review the effects and consequences of our behaviour and actions.
By using a structured form of reflection it can enable you to identify your role in an incident and to help you to begin to understand how the incident might have been avoided altogether. From this a plan of action can be constructed to assist you with personal and professional development.
To develop is to improve. Development occurs when things can be said to have improved. Development is intimately bound with thinking; thinking about the way things are now and thinking about the way things might be improved: and to engage in thinking about things in this way is to engage in reflection. Thus reflection is an essential feature of development, and as suggested above, most of us engage with this type of activity on an everyday basis. We might not normally call this ‘reflection’ but when we think about how things are and how they might be improved we are reflecting on what is and what might be.
Personal development is personal improvement, while professional development involves improving experiences of health and nursing care for patients. So in a professional sense, engaging with reflection (i.e., thinking about how things are and thinking about how they might be improved for patients) must be accompanied by action (i.e., actually doing something in an attempt to make things better for patients). Thus reflection is an integral part of personal and professional development.
Gibbs Model Of Reflection
The simple cyclical structure of gibbs reflective cycle model makes it easy to use and popular among nurses. It is useful as it emphasises the link between reflection and action (and this can assist in setting a personal development plan). However, it neither encourages consideration of other people in (or affected by) the event nor does it require examination of motives, values, knowledge, or congruence between thoughts and actions. While action-based and thus relevant for professional development it may not encourage deeper reflection of self and thus may be limited in terms of personal development.
Reflective Nursing Journal
A deeper understanding of ourselves can be achieved through writing. Written reflection is a common theme in the literature as a way of reflecting on action but it is strewn with confusing language. There are learning logs, journals, portfolios, structured accounts, reflective models, reflective reviews and personal diaries. Some reflective writing is public (e.g., a portfolio for an assignment) while other writing is private (e.g., a diary). Through writing, nurses can be encouraged to reflect on critical incidents from practice (I prefer the term ‘stories of experience’). These stories are usually prompted by some emotional or ethical discomfort. Stories can focus on positive or negative experiences and allow you the chance to view events from a distance, considering:
• What happened, paying attention to the context and detail of the story. • What you did and why you did it. • What you felt about the experience and how this may connect with past experiences. • What you have learned about yourself, others, your practice. • What were the gaps in your knowledge, attitudes and skills. • What could be done differently. • How your practice has changed now you have read or considered a different way of working.
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The stories help you to identify areas of knowledge and skills for development and help you to explore the context in which you practise. There are many questions that you can ask yourself to develop your learning from a story of practice. This can form part of your informal diary writing or more formal writing for a public portfolio document. As you get more practised at writing you will develop your own ability to ask questions in order to develop your practice insight.
However, writing does not come easily to everyone and some individuals may need regular practice if patterns are to emerge or if deeper learning from experience is to take place. When you first start, it can be useful to share your writing with others: a tutor or a friend, perhaps, who can help you to question your practice. Depending on your preferred way of knowing you may find it challenging. Do not be put off writing just because it is difficult. Try experimenting with different ways of writing, either with different models or just putting your thoughts down in no particular order, just as they come (free-fall writing) and your ability to analyse your experiences will begin to develop.
My preference is to use an A5-size notebook and write two or three times each week. Like many people, I find it easier to write about negative (rather than positive) experiences. However, this tends to remind me of my weaknesses rather than my strengths and this can undermine my self-esteem. Sometimes I go weeks without writing; other times I write in short bursts of 10 minutes most days.
Writing two or three times a week can allow you to process the emotional component of work and re-reading old diaries provides me with insights into my patterns of thinking and behaviour, allowing me to make changes. Several of my diary entries involve pre-planning and these sometimes become ‘to do’ lists (these help me to clarify my need to act). I have evolved my own method of keeping a diary which often is just free-fall writing. When I do structure my writing, I tend to use the following:
• I notice – this tells the story of what happened. • I feel – these notices are how I felt and how I feel after writing. • I imagine – this involves me thinking about others involved in my experience. If I am critical of others what is this saying about myself? What might be some of the consequences of this for myself and others? • I want – this often turns into a ‘to do’ list of actions as it is not always easy to decide what I want. Sometimes I decide what I do not want first! • What have I learned or achieved? – even if the experience has been difficult this helps to reframe it and allows me to let go of the emotional component.
We hope that reading this blog post will encourage you to have a go at reflection and find for yourself its value in your development as a professional nurse. In this way you can learn to become a reflective practitioner and begin to use your personal and professional experience as a means for continuing development.
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Gibbs' Reflective Cycle
May 9, 2023
Delve into Gibbs' Reflective Cycle, a powerful tool fostering critical thinking, deep learning, and professional growth through reflection.
Main, P (2023, May 09). Gibbs' Reflective Cycle. Retrieved from https://www.structural-learning.com/post/gibbs-reflective-cycle
What is Gibbs' Reflective Cycle?
Gibbs' Reflective Cycle is a popular model for reflection, acting as a structured method to enable individuals to think systematically about the experiences they had during a specific situation.
Gibbs’ Reflective Cycle is a widely used and accepted model of reflection . Developed by Graham Gibbs in 1988 at Oxford Polytechnic, now Oxford Brookes University, this reflective cycle framework is widely used within various fields such as healthcare, education, and management to enhance professional and personal development . It has since become an integral part of reflective practice, allowing individuals to reflect on their experiences in a structured way.
The cycle consists of six stages which must be completed in order for the reflection to have a defined purpose. The first stage is to describe the experience. This is followed by reflecting on the feelings felt during the experience, identifying what knowledge was gained from it, analyzing any decisions made in relation to it and considering how this could have been done differently.
The final stage of the cycle is to come up with a plan for how to approach similar experiences in future.
Gibbs' Reflective Cycle encourages individuals to consider their own experiences in a more in-depth and analytical way, helping them to identify how they can improve their practice in the future.
A survey from the British Journal of Midwifery found that 63% of healthcare professionals regularly used Gibbs' Reflective Cycle as a tool for reflection.
"Reflection is a critical component of professional nursing practice and a strategy for learning through practice. This integrative review synthesizes the literature on nursing students’ reflection on their clinical experiences." – Beverly J. Bowers, RN, PhD
The Six Stages of Gibbs' Reflective Cycle
The Gibbs reflective cycle consists of six distinct stages: Description, Feelings, Evaluation, Analysis, Conclusion, and Action Plan. Each stage prompts the individual to examine their experiences through questions designed to incite deep and critical reflection. For instance, in the 'Description' stage, one might ask: "What happened?". This questioning method encourages a thorough understanding of both the event and the individual's responses to it.
To illustrate, let's consider a student nurse reflecting on an interaction with a patient. In the 'Description' stage, the student might describe the patient's condition, their communication with the patient, and the outcome of their interaction. Following this, they would move on to the 'Feelings' stage, where they might express how they felt during the interaction, perhaps feeling confident, anxious, or uncertain.
The 'Evaluation' stage would involve the student reflecting on their interaction with the patient, considering how they could have done things differently and what went well. In the 'Analysis' stage, the student might consider the wider implications of their actions and how this impacted on the patient's experience.
Finally, in the 'Conclusion' stage, the student would summarise their reflections by noting what they have learned from the experience. They would then set an 'Action Plan' for how they will apply this newfound knowledge in their future practice.
Gibbs' Reflective Cycle is a useful tool for nurses to utilize in order to reflect on their past experiences and improve their practice. By using reflective questions , nurses can actively engage in reflection and identify areas for improvement.
Description : Start by objectively recounting the experience. Helpful questions to ask include: What happened? Who was involved? When and where did this occur?
Feelings : Capture your emotional response to the experience. It's essential to acknowledge both positive and negative emotions, as they significantly affect our interpretation of the event.
Evaluation : Assess the good and bad aspects of the experience. What worked well, and what didn't? What were the positive impacts and negative consequences?
Analysis : Dig deeper into understanding why things unfolded as they did. This analysis stage is where you draw on relevant literature and professional knowledge to interpret the experience.
Conclusion : Determine what you could have done differently and what you've learned from the experience.
Action Plan : Develop a plan detailing what you'll do if a similar situation arises in the future.
Examples of the Reflective Model in Practice
The Gibbs Reflective Cycle, a model of reflection, can be a powerful tool for learning and personal development across various vocations. Here are five fictional examples:
Nursing : A nurse named Jane had a challenging interaction with a patient. Using the Gibbs Reflective Cycle, she first described the situation and her initial reactions. She then reflected on her feelings, identifying negative emotions that arose. During the analysis stage, she realized that her communication skills needed improvement. She concluded that better communication could have led to a more positive outcome. Finally, she developed a personal development plan to improve her communication skills, demonstrating the positive impacts of deep level reflection.
Teaching : A teacher, Mr. Smith, had difficulty managing his classroom . He used the Gibbs Reflective Cycle to reflect on a particularly chaotic day. He identified negative aspects of his classroom management strategy and, through critical thinking, realized that he needed to set clearer expectations for his students. He then developed a plan to implement these changes, showing how the approach to reflection can lead to actionable improvements .
Customer Service : Sarah, a customer service representative, received constructive feedback from a customer who was dissatisfied with the service. She used the Gibbs Reflective Cycle to reflect on the interaction, identifying her feelings of disappointment and analyzing what went wrong. She concluded that she needed to improve her problem-solving skills and developed a plan to do so.
Management : A manager, Tom, struggled with delegating tasks to his team. He used the Gibbs Reflective Cycle to reflect on a project that was delayed due to his reluctance to delegate. He identified his fear of losing control as a negative emotion and realized during the analysis stage that trust in his team was crucial. He then developed a plan to practice delegation in future projects.
Counseling : A counselor, Dr. Lee, felt that her recent sessions with a client were not productive. She used the Gibbs Reflective Cycle to reflect on these sessions . She identified feelings of frustration and, upon analysis, realized that she needed to adjust her counseling techniques to better suit her client's needs. She then developed a plan to implement these changes.
These examples illustrate how the Gibbs Reflective Cycle can facilitate learning and reflection across different vocations, leading to personal and professional growth.
An Exploration of Gibbs' Model
Gibbs' Reflective Cycle offers a structured approach to reflection, making it a helpful tool for educators and learners alike. The model encourages critical reflection , stimulating the ability to analyze experiences through questions and transform them into valuable learning opportunities.
Experiential Learning , a concept closely tied with reflection, suggests that we learn from our experiences, particularly when we engage in reflection and active experimentation . Gibbs' model bridges the gap between theory and practice, offering a framework to capture and analyze experiences in a meaningful way.
By using Gibbs' model, educators can guide students through their reflective process , helping them extract valuable lessons from their positive and negative experiences.
Application of Gibbs' Reflective Cycle in Real-World Scenarios
The flexibility and simplicity of Gibbs' Reflective Cycle make it widely applicable in various real-world scenarios, from personal situations to professional practice.
For instance, Diana Eastcott, a nursing educator, utilized Gibbs' model to facilitate her students' reflection on their clinical practice experience. The students were encouraged to reflect on their clinical experiences, analyze their reactions and feelings, and construct an action plan for future patient interactions. This process not only enhanced their professional knowledge but also fostered personal growth and emotional resilience.
In another example, Bob Farmer, a team leader in a tech company, used Gibbs' Cycle to reflect on a project that didn't meet expectations. He guided his team through the reflective process, helping them identify areas for improvement and develop strategies for better future outcomes.
These scenarios underline the versatility of Gibbs' model, demonstrating its value in both educational and professional settings.
( Gibbs Reflective Cycle , University of Northampton, https://www.northampton.ac.uk )
( Reflective Practice , San Francisco State University, https://www.sfsu.edu )
Gibbs' Reflective Cycle for Personal and Professional Development
The use of Gibbs' Reflective Cycle can have profound effects on personal and professional development. It aids in recognizing strengths, weaknesses, and areas for improvement, providing an avenue for constructive feedback and self-improvement.
In the context of professional development , Gibbs' model promotes continuous learning and adaptability. By transforming bad experiences into learning opportunities, individuals can enhance their competencies and skills , preparing them for similar future situations.
Moreover, the reflective cycle promotes emotional intelligence by encouraging individuals to explore their feelings and reactions to different experiences. Acknowledging and understanding negative emotions can lead to increased resilience, better stress management, and improved interpersonal relationships.
Transforming Experiences into Learning: The Role of Gibbs' Reflective Cycle
Gibbs' Reflective Cycle is a practical tool that transforms experiences into learning. It incorporates principles of Experiential Learning and emphasizes the importance of abstract conceptualization and active experimentation in the learning process.
In the field of education, Gibbs' model can significantly influence teaching methods. It encourages educators to incorporate reflective practices in their teaching methods, promoting a deeper understanding of course material and facilitating the application of theoretical knowledge in practical scenarios.
Moreover, the model can be used to encourage students to reflect on their experiences, both within and outside the classroom, and learn from them. This process fosters critical thinking, problem-solving skills, and personal growth, equipping students with the skills they need for lifelong learning.
Embracing Gibbs cycle in your organisation
Here's a list of guidance tips for organizations interested in embracing Gibbs' Reflective Cycle as their professional development model.
Understanding the Gibbs Reflective Cycle : Before implementing, ensure that everyone in the organization understands the Gibbs Reflective Cycle model. This model consists of six stages: Description, Feelings, Evaluation, Analysis, Conclusion, and Action Plan. The goal is to encourage deep level reflection on experiences to foster learning and improve future actions.
Promote a Culture of Reflection : Encourage everyone in the organization to incorporate reflection into their daily routine. Reflection should not be seen as an added task, but rather as an integral part of the professional development process.
Use Real-Life Situations : For the methods in education to be effective, use real-life situations when applying the Gibbs Reflective Cycle. This way, employees can relate to the experiences, making the reflection process more relevant and meaningful.
Encourage Sharing of Reflections : Create a safe space for individuals to share their reflections. This could be through team meetings, one-on-one sessions with managers, or through online platforms. Sharing allows for collective learning and may provide different perspectives on the same situation.
Integrate Reflective Practice in Training Programs : Use the Gibbs Reflective Cycle in training programs. After each training session, encourage participants to go through the reflective cycle. This can help them understand the training content better and apply it in their work.
Link Reflection to Personal Development : Connect the outcome of the reflection to personal development plans. The Action Plan stage of the cycle should feed into the individual's personal development plan, helping them identify areas of strength and areas needing improvement.
Provide Guidance and Support : Provide guidance and support in the early stages of implementing the Gibbs Reflective Cycle. This could include providing templates or guides, or offering training on how to use the model effectively.
Continuous Review and Feedback : Regularly review the use of the Gibbs Reflective Cycle in your organization and provide feedback. This will help ensure that the model is being used effectively and is helping individuals in their professional development.
Model Reflective Practice : Leaders and managers should model reflective practice themselves. This shows that the organization values reflective practice and can motivate employees to engage in it themselves.
Celebrate Success : Recognize and celebrate when reflective practice leads to positive changes or improvements. This can motivate employees to continue using the Gibbs Reflective Cycle in their professional development.
What is the Difference Between Kolb's and Gibbs' Reflective Cycle?
Both Kolb's Experiential Learning Theory and Gibbs' Reflective Cycle are influential learning methods used extensively in education and professional development. While they share similarities, such as promoting a cyclical learning process and fostering a deeper understanding of experiences, there are key differences.
Kolb's cycle consists of four stages: Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation. It focuses more on the transformation of direct experience into knowledge, emphasizing the role of experience in learning.
On the other hand, Gibbs' cycle, with its six stages, places a greater emphasis on emotions and their impact on learning. For example, a team leader might use Kolb's cycle to improve operational skills after a failed project, focusing on what happened and how to improve. However, using Gibbs' cycle, the same leader would also reflect on how the failure made them feel, and how those feelings might have influenced their decision-making.
Other notable Learning Methods and Cycles
Learning Cycle Theory
Origin
Application
Experiential Learning Theory (ELT)
Developed by David Kolb in the 1980s. It's based on the work of John Dewey, Kurt Lewin, and Jean Piaget.
It's widely used in professional development and higher education settings. It helps learners gain knowledge from their experiences by going through four stages: Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation.
5E Instructional Model
Developed by the Biological Sciences Curriculum Study (BSCS) in the 1980s.
This model is popular in science education. It includes five phases: Engagement, Exploration, Explanation, Elaboration, and Evaluation. It promotes inquiry-based learning and active engagement.
ADDIE Model
The origins can be traced back to the US Military in the 1970s.
It's widely used in instructional design and training development. The five phases are Analysis, Design, Development, Implementation, and Evaluation.
Kemp Design Model
Developed by Jerold Kemp in the late 1970s.
This model is used in instructional design. It emphasizes continuous revision and flexibility throughout the learning cycle, including nine components that are considered simultaneously and iteratively.
Gagne's Nine Events of Instruction
Developed by Robert Gagne in the 1960s.
This is commonly used in instructional design and teaching. It includes nine steps: Gain attention, Inform learners of objectives, Stimulate recall of prior learning, Present the content, Provide learner guidance, Elicit performance, Provide feedback, Assess performance, and Enhance retention and transfer.
ARCS Model of Motivational Design
Developed by John Keller in the 1980s.
This model is used to improve learners' motivation. The four components are Attention, Relevance, Confidence, and Satisfaction. It is widely used in e-learning and instructional design.
Bloom's Taxonomy
Developed by Benjamin Bloom in the 1950s.
It is used to classify educational learning objectives into levels of complexity and specificity. The taxonomy consists of six levels: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. It is widely used in education to design lesson plans and assessments.
Please note that each of these theories or models has been developed and refined over time, and they each have their own strengths and weaknesses depending on the specific learning context or goals.
Adopting the Cycle in Education
Gibbs' Reflective Cycle is an invaluable tool for nurturing professional skills and fostering personal growth. By systematically integrating this reflective model into educational practices, institutions can significantly enhance their students' professional development.
Here are seven innovative ways educational institutions can harness the power of Gibbs' Reflective Cycle to boost skill acquisition , operational proficiency, leadership capabilities, and personal skills mastery.
Incorporate Reflective Practice in Curriculum: Educational institutions can incorporate Gibbs' Reflective Cycle into their curriculum, making it a regular part of learning. This can encourage students to develop professional skills by continually reflecting on their experiences and learning from them.
Real-World Scenarios: By using real-world situations or case studies, educational institutions can provide practical instances for students to apply the reflective cycle. This will help them understand the type of situation they might encounter in their professional life and how to handle it.
Promote Skill Acquisition: Gibbs' cycle can be used as a tool for skill acquisition. By reflecting on their performance in various tasks and projects, students can identify their strengths and areas that need improvement. This can aid in the development of operational skills, leadership skills, and personal skills.
Professional Development Workshops: Educational institutions can organize workshops that focus on the application of Gibbs' Reflective Cycle for professional development. These workshops could provide hands-on training on how to use the cycle effectively.
Reflective Journals: Encourage students to keep a reflective journal. This practice can help students regularly apply Gibbs' cycle, promoting introspection , and the development of key leadership skills.
Mentorship Programs: Implement mentorship programs where experienced professionals guide students in applying Gibbs' Reflective Cycle. This can provide students with valuable insights into how reflective practice can enhance their professional skills.
Assessments Based on Reflection: Design assessments that value reflective practice. Instead of solely focusing on theoretical knowledge, consider students' ability to reflect on their experiences and learn from them. This approach can make learning more engaging and relevant to real-world situations.
In the journey of life and work, we continuously encounter new situations, face challenges, and make decisions that shape our personal and professional trajectory. It's in these moments that Gibbs' Reflective Cycle emerges as a guiding compass, providing a structured framework to analyze experiences, draw insights, and plan our future course of action.
Underlying the model is the philosophy of lifelong learning. By encouraging critical reflection, it empowers us to not just passively experience life, but to actively engage with it, to question, and to learn. It's through this reflection that we move from the realm of 'doing' to 'understanding', transforming experiences into knowledge.
Moreover, the model emphasizes the importance of an action-oriented approach. It propels us to use our reflections to plan future actions, promoting adaptability and growth. Whether you're an educator using the model to enhance your teaching methods , a student exploring the depths of your learning process, or a professional striving for excellence in your field, Gibbs' Reflective Cycle can be a powerful tool.
In an ever-changing world, where the pace of change is accelerating, the ability to learn, adapt, and evolve is paramount. Reflective practices, guided by models such as Gibbs', provide us with the skills and mindset to navigate this change effectively. They empower us to learn from our past, be it positive experiences or negative experiences, and use these lessons to shape our future.
From fostering personal growth and emotional resilience to enhancing professional practice and shaping future outcomes , the benefits of Gibbs' Reflective Cycle are manifold. As we continue our journey of growth and learning, this model serves as a beacon, illuminating our path and guiding us towards a future of continuous learning and development.
Reflection in Learning and Professional Development
The Reflective Practitioner
Reflective Practice: The Teacher in the Mirror
The Impact of Reflective Practice on Teaching Effectiveness
Reflective Practice: A Guide for Nurses and Midwives
Reflective practice in nursing
Learning by Doing: A Guide to Teaching and Learning Methods
Gibbs’ Reflective Cycle
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How To Lead a Gibbs Reflective Cycle Exercise (+Template)
When was the last time you or your team stepped back and learned from an experience or situation at work? For many who are fighting to meet tight deadlines and deliver on pressing projects, taking time to learn from experience and reflect on situations falls by the wayside.
However, new research shows that is a mistake, as taking time to reflect on scenarios at work improves performance in the long run. Harvard Business School Professor Francesca Gino explains why: "When we stop, reflect, and think about learning, we feel a greater sense of self-efficacy. We're more motivated, and we perform better afterward." To make reflection an intentional activity for your team, you’ll want to run a Gibbs Reflective Cycle exercise to help you make reflection an intentional activity. In this article, we’ll review the Gibbs Reflective Cycle, the corresponding model, and how to run the exercise, as well as provide you with a template you can use with your own team.
What is the Gibbs Reflective Cycle?
What is the Gibbs Model of Reflection?
How To Lead a Gibbs Reflective Cycle Exercise
Gibbs Reflective Cycle Template
The Gibbs Reflective Cycle is a systematic process that individuals and teams can use to reflect upon and learn from their experiences at work. Originally put forth by Professor Graham Gibbs in his 1988 book, Learn by Doing , the Gibbs Reflective Cycle is a step-by-step approach to analyzing and understanding the complexities of workplace situations.
Gibbs' model is similar to the Start-Stop-Continue retrospective, which focuses on identifying actions to start, stop, or keep doing . The purpose of the Gibbs Reflective Cycle is to gain valuable insights and improve decision-making in the future.
What is the Gibbs Model of Reflection? What Are the Six Stages?
The Gibbs Reflective Cycle centers on a model that consists of six stages, known as the Gibbs Model of Reflection. The model outlines the process by which individuals and teams follow to learn from different experiences at work. Here are the six stages and a brief description of each:
Description
Action Plan
1. Description
The Gibbs Reflective Cycle starts by objectively describing the situation or experience that is to be evaluated and reflected upon. In this stage, you will provide details regarding the context and individuals involved, as well as any relevant background information.
2. Feelings
The second step in the Gibbs Reflective Cycle is to explore your emotions during the experience in question. Here, you will note the positive and negative feelings you had during the experience. Identifying and acknowledging emotions is critical to gaining a deeper understanding of the situation. This process, often referred to as emotional agility , helps you navigate your emotions effectively, allowing for more adaptive responses.
3. Evaluation
At this stage of the Gibbs Reflective Cycle, you break down the experience into two areas - what went well and what could have been improved. It is in this stage that you will assess the strengths and weaknesses of your approach, considering both your actions and the outcomes.
4. Analysis
Now, it’s time to dig deeper into the situation to determine the root cause of the underlying factors contributing to the outcomes. Here is where you’ll begin to make sense of what happened by taking the details of what happened (steps one to three) and the meaning behind it.
5. Conclusion
Equipped with your analysis of the situation, you will want to summarize the key learnings from your reflection. Here, you will identify what you learned from this experience and the insights you will apply to similar situations in the future.
6. Action Plan
The last step of the Gibbs Reflective Cycle is to create an action plan based on your analysis and conclusions outlining the specific steps to be followed to improve performance or address any skill gaps. In this final reflection step, you will want to set measurable goals and define actionable strategies, such as a training plan , to help you implement the lesson learned and grow as an individual or team.
Gibbs Reflective Cycle Example
Below is an example of each stage of Gibbs' Reflective Cycle, using it to reflect on a project meeting that didn't go as planned.
Description: what happened?
We had a project meeting to finalize the timeline and assign tasks. But it went overtime, we didn't make key decisions, and everyone seemed frustrated and disengaged .
Feelings: what were you thinking and feeling?
I felt anxious because we weren’t making decisions, and frustrated because the meeting agenda wasn't followed. I also noticed others seemed checked out.
Evaluation: what was good and bad about the experience?
Good: Some team members shared valuable insights, and we had a good initial discussion about project goals.
Bad: The meeting lacked structure, key decisions weren't made, and the atmosphere was tense and unproductive.
Analysis: what sense can you make of the situation?
The meeting was unproductive because there was no clear agenda or time management . Team members were probably frustrated because they didn’t understand their roles or the meeting’s objectives. Poor communication and facilitation were major issues.
Conclusion: what else could you have done?
I could have prepared a detailed agenda and shared it with the team beforehand. Setting clear and realistic goals for the meeting and allocating time for each item might have kept us on track. Encouraging everyone to participate could have also helped.
Action plan: if it happened again, what would you do?
For future meetings, I will:
Create and share a detailed agenda in advance.
Set specific goals for what we need to achieve.
Allocate time for each agenda item.
Encourage everyone to participate and share their opinions.
Follow up with a summary and clear action items.
Reflecting on this using Gibbs Reflective Cycle helps me see what went wrong and how to improve future meetings to make them more productive and engaging.
Instructions: How To Lead a Gibbs Reflective Cycle Exercise to Learn from Experience
Step 1: Pick the Situation and Detail What Happened
You will likely already have an idea of the situation in which you want your team to learn from experience. Situations often include when something goes wrong, a mistake is made , negative feedback is received, there is a conflict , a timeline isn’t met, or a goal is not achieved. Once the situation is determined, ask your team a series of questions to help describe the situation in detail. Here is a list of example questions you might ask:
When did this happen?
Who was involved?
What happened?
What was the team’s/individual’s response?
What was the response of the other people involved?
What was the outcome of this situation?
Step 2: Explore Feelings and Reactions
The next step is to explore the feelings and reactions related to the situation. The goal is to bring awareness to how certain feelings may have impacted the experience. Here is a list of example questions you might ask to encourage this level of reflection:
What were your/the team’s feelings during the situation?
What were your/the team’s feelings before and after the situation?
What do you think other people were feeling about the situation?
What do you think they feel about the situation now?
What were you thinking during the situation?
What do you think about the situation now that some time has passed?
Step 3: Evaluate What Worked and What Didn’t
Once the situation has been clearly defined and feelings have been explored, it’s time to evaluate the situation by looking at the positives and negatives. While it may be hard, it is important that you and your team are objective and honest in your evaluation. Here are a few example questions you might ask during this step:
What worked? What was good about the experience?
What didn’t work? What was bad about the experience?
What positive aspects did you, the team, and others contribute to the situation?
What negative aspects did you, the team, and others contribute to the situation?
Was the situation resolved in the end?
Step 4: Determine the Root Cause of the Situation
Next, you will want to identify the root cause of the situation or experience. You should draw upon theory or literature to help explain what happened. The Niagara Institute has a robust library of articles on teamwork, leadership, communication, and conflict management, to name a few. Here are a few questions to ask to help your team get to the bottom of the root cause:
Why did things go well/badly?
Could you/the team respond in a different way?
What could have been done differently to improve the situation?
Is there any theory or literature that can explain what happened?
Step 5: Summarize What Happened and What Was Learned
Once that is complete, you and your team will need to come to a conclusion regarding what happened and what you have learned from it. Encourage your team to review the situation again by assessing the information you’ve gathered and tracked from the previous steps. To get them to do so, ask the following types of questions:
What was learned from this situation?
What could have been done differently to make this a more positive experience for everyone involved?
What can you/the team now do better?
What skills (individual or team) are needed to ensure a better outcome next time?
Are there any new processes that should be implemented to ensure a better outcome?
Step 6: Create An Action Plan
The final step is to create an action plan that will help ensure similar situations are avoided or handled more effectively in the future. You’ll want to address any skill gaps, process improvements, or behavioral changes that need to be made. Doing so will show your leaders and those you lead that you’re proactive in making changes to ensure the outcome of a similar situation in the future will be different. Here are a few questions you may ask at this point:
What skills or behaviors need to be developed?
What plans, policies, or procedures need to be implemented?
How will you/your team hold each other accountable to ensure the outcome is different next time?
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What is Gibbs’ Reflective Cycle? The Gibbs’ Reflective Cycle In A Nutshell
Gibbs’ reflective cycle was developed by Dr. Graham Gibbs in 1988 – a research leader in the Department of Behavioral and Social Sciences at the University of Huddersfield. Gibbs’ reflective cycle is a framework giving structure to the process of learning from experience through six stages: description, feelings, evaluation, analysis , conclusions, and action plan.
Element
Description
Concept Overview
Gibbs’ Reflective Cycle, developed by Graham Gibbs, is a structured framework for reflection, often used in education and professional development. It provides a systematic approach to analyzing experiences, focusing on learning from past situations, and improving future actions.
Six Stages of Gibbs’ Reflective Cycle
This model consists of six distinct stages, each guiding a specific aspect of the reflective process: Description, Feelings, Evaluation, Analysis, Conclusion, and Action Plan (or Action). Reflectors move through these stages sequentially to explore their experiences fully.
Description
The first stage involves describing the event or experience in detail. Reflectors outline the context, setting, people involved, and any other pertinent information. This stage lays the foundation for a comprehensive reflection by creating a clear picture of the situation.
Feelings
In this stage, individuals express their emotions and thoughts regarding the experience. Reflectors explore their initial reactions and feelings, acknowledging any positive or negative emotions they might have experienced during the event.
Evaluation
The evaluation stage entails making a value judgment about the experience. Reflectors consider what went well and what could have been done differently. This stage encourages self-assessment and an objective review of one’s performance or actions.
Analysis
During this stage, individuals delve deeper into the experience, attempting to understand the underlying factors, reasons, and dynamics. Reflectors analyze the situation from various perspectives, exploring the “whys” behind their actions and feelings.
Conclusion
The conclusion stage involves summarizing the key insights gained from the reflective process. Reflectors reflect on the overall lessons learned and takeaways from the experience. This stage helps in consolidating the learning and identifying areas for improvement.
Action Plan (Action)
The final stage of the cycle is all about planning for future actions or changes based on the reflection. Reflectors set concrete goals, strategies, or action plans to apply what they’ve learned to similar situations or avoid making the same mistakes in the future.
Implications
– Structured Reflection: Provides a systematic framework for reflective practice. – Comprehensive Exploration: Encourages thorough examination of experiences from multiple angles. – Learning and Improvement: Focuses on using insights to enhance future actions and decision-making.
Benefits
– Enhanced Self-Awareness: Helps individuals better understand their thoughts, emotions, and actions. – Continuous Learning: Facilitates ongoing learning and development through reflection. – Improved Decision-Making: Encourages informed choices based on past experiences and insights.
Drawbacks
– Rigidity: Some individuals may find the structured nature of the model constraining. – Time-Consuming: Requires a significant amount of time and effort to go through all six stages. – Limited Applicability: May not be suitable for every type of reflection or learning context.
Use Cases
– Education: Widely used in educational settings, including teaching, training, and student assessment. – Professional Development: Helps professionals in fields like healthcare, social work, and counseling enhance their practice. – Personal Growth: Useful for personal self-reflection and improvement.
Table of Contents
Understanding Gibbs’ reflective cycle
In his work entitled Learning by Doing, A Guide to Teaching and Learning Methods, Gibbs noted that it was
“ not sufficient simply to have an experience in order to learn. Without reflecting upon this experience it may quickly be forgotten, or its learning potential lost. It is from the feelings and thoughts emerging from this reflection that generalisations or concepts can be generated and it is generalisations that allow new situations to be tackled effectively. ”
Fundamentally, Gibbs’ reflective cycle supports experiential learning through a structured debriefing process.
Experiential learning is simply the process of learning by experience, but it’s worth noting that the technique also considers that one’s education and work also impact the way they learn and understand new knowledge.
The nature of the framework as a cycle means it can be used for continuous improvement of repeated experiences, enabling the practitioner to learn and plan based on things that went well and others that did not.
With that in mind, the cycle can also be used to reflect on singular, standalone experiences unlikely to be repeated.
Whether by accident or by design , Gibbs’ reflective cycle has been an influential force in teacher development programs and also across a variety of different health professions.
In truth, however, the cycle is useful for any practitioner who finds themselves studying, practicing, or teaching the skills of critical reflection.
Gibbs’ reflective cycle advantages and disadvantages
Learning can happen both in structured and unstructured ways.
At the business level, having a framework like Gibbs’ reflective cycle can be extremely helpful as a review process for individuals within the organizations.
It’s therefore critical, for the framework to work, to follow its steps, from description to action plan.
Gibb’s reflective cycle structures the process of learning from experience through six stages: description, feelings, evaluation, analysis , conclusions, and action plan , thus enabling anyone within an organization to assess what happened and how to improve.
In that respect, this framework helps individuals within organizations to develop a better understanding of their capabilities as they move to a structured way to assess any situation by first analyzing it objectively.
And only after looking at it from an emotional standpoint.
The analysis and action plan make it possible to improve and become way more balanced in assessing business situations moving forward.
In that respect, Gibbs’ reflective cycle is a simple to implement model , with clear and structured steps that can help improve professionally.
Disadvantages
For Gibbs’ reflective model to work, it needs to be done objectively, and there needs to be a sincere analysis of the situation at hand by the person using it.
A superficial assessment of the situation and a lack of judgment about what happened can make the framework useless.
Indeed, especially in the analysis part, it’s critical to frame the event as objectively as possible, making it possible later to assess it from an emotive standpoint.
Only by following the process with an open-minded approach (where you’re ready to get involved in the process) can the model really enable you from a professional standpoint.
The six stages of Gibbs’ reflective cycle
Stage
Description
Example
1. Description
Describe the situation or experience in detail. Include the who, what, when, where, and why.
During a nursing shift, I had to deal with a difficult patient who was uncooperative and verbally abusive.
2. Feelings
Examine and express your emotions and thoughts during the experience.
I felt frustrated, overwhelmed, and irritated by the patient’s behavior. I was also concerned about providing quality care.
3. Evaluation
Analyze the situation by considering what went well and what didn’t.
What went well: I maintained my composure and continued to provide care. What didn’t go well: I struggled to establish rapport with the patient.
4. Analysis
Reflect on the experience by exploring its significance and identifying lessons learned.
I realized that I need to improve my communication and conflict resolution skills to handle challenging patients better.
5. Conclusion
Summarize the key insights and what you learned from the experience.
I learned that effective communication and remaining patient-centered are essential when dealing with difficult patients.
6. Action Plan
Develop a plan for future actions or changes based on what you’ve learned.
In future interactions with challenging patients, I will use active listening, empathy, and de-escalation techniques.
Each of the six stages of Gibbs’ model encourages the individual to reflect on their experiences through questions.
Following is a look at each stage and some of the questions that may result.
1 – Description
In the first stage, the individual has an opportunity to describe the situation in detail.
It’s important to remain objective – feelings, thoughts, emotions, and inferences can be described later.
Individuals should provide a detailed account of what happened, who was involved, and what actions were taken.
The purpose of this initial stage is to provide a clear and objective picture of the experience so that the individual can reflect on and recall the event in more detail.
Some helpful questions include:
What happened?
Who was present?
When and where did it happen?
What were the actions of the people involved?
What was the outcome?
2 – Feelings
Now is the time to explore feelings or thoughts associated with the event.
To do this, it is important for the individual to look back on their emotional state and any rational thoughts about the situation itself.
The purpose of this stage is primarily to help someone understand the impact of the event on their emotions and how it affected them.
The feelings stage also allows them to derive insights from their emotional responses and identify any underlying problems that require attention.
Some questions to ask in the second stage include:
What were you feeling before, during, and after the event?
What do you believe other people were thinking or feeling?
What do you think about the situation now that some time has passed?
3 – Evaluation
Evaluation means determining the positive and negative aspects of the event – regardless of whether you consider the event to be one or the other. Again, objectivity is key.
Objectivity enables the individual to make value judgments, which are evaluative statements of how good or bad they believe an idea, action, or situation to be.
Value judgments are often prescriptive in the sense that they reveal how the individual perceives the world via certain attitudes and behaviors.In the third stage, objectivity can also be increased when the individual considers the experiences and perspectives of other people.
Some pointers include:
What was good and bad about the experience?
What did you contribute to the situation?
Did your actions have a positive or negative impact? Repeat the question to consider the contributions of others.
4 – Analysis
During the analysis stage, you have a chance to understand what happened using theory and context.
This step should comprise the bulk of your reflection and should take into account any insights gleaned from the previous steps.
In the process of analyzing the situation, the individual should always try to make sense of it and distinguish fact from fiction.
It can also be helpful to consider whether their experiences differ from others.
To do this, co-workers and those who can provide quality input can be consulted for assistance.
However, diverse opinion should be balanced with research of the literature and relevant theories to better understand what transpired.
Why did things go well or go badly?
How does your experience compare to academic literature, if applicable?
Could you have responded differently?
Are there theories or models that can help you understand what happened?
Are there factors likely to have contributed to a better outcome?
5 – Conclusions
In the fifth stage, conclude what happened by summarising key findings and reflecting on changes that could improve future outcomes.
When making conclusions, the individual must consider how they will impact them on a personal level.
After which, they can think about what the conclusions mean for their immediate context and then more broadly when others are involved (such as in a team, workplace, or department).
This step should be a natural and intuitive response to the previous steps. It may incorporate questions such as:
What did the situation teach you? You can be rather general or more specific.
How might the situation have been more positive for all concerned?
What skills or competencies are required to handle the situation more effectively?
6 – Action plan
Lastly, an action plan is crafted to detail how you will respond differently to a similar situation in the future. The plan is important in making sure good intentions are backed by action.
The action plan stage is one of the most important for obvious reasons.
It involves the identification of specific steps that need to be taken to improve a similar future experience or prevent an event from occurring in the future.
Ultimately, action plans help individuals develop strategies for future improvement and growth .
They can take a proactive (not reactive) approach to their experiences and use them as a tool for personal development.
To get you in the right of mind, consider these questions:
What would you do differently when faced with a similar situation? How would your new skills or knowledge be applied?
How can you make sure you act differently when faced with a similar situation in the future?
How and when will you develop the required skills?
Gibbs’ reflective cycle example – getting a promotion
Imagine that you have recently been promoted to a regional management position for a supermarket chain.
As part of your new role, you are required to oversee multiple store managers ensure sales in your region meet stated targets.
Now, imagine it is your first day on the job and you drive out to visit your first store.
You have difficulty imposing yourself on the manager of the store, despite the fact he is a subordinate.
The matter is exacerbated by the presence of a senior manager, your direct superior, who is spending the day with you to ensure a seamless transition and is watching your every move.
Customers also look on as the discussion, which concerns a promotional display at the front of the store, becomes heated.
The disagreement causes the store manager to walk away while you are expressing your point of view.
This is the description stage of Gibbs’ reflective cycle. Now, let’s take a look at the others.
As with most people who start in a new position, you were likely nervous, anxious, or uncertain about what would happen on your first day.
You may also have been insecure about your authority and fearful that it may be challenged by a subordinate who was used to the previous, more lenient regional manager.
During the event, you felt a mixture of shame and embarrassment as the altercation was playing out in front of customers.
You were also worried that your direct supervisor would start to second-guess his decision to promote you.
After the event, most of these emotions have dulled somewhat and you start to realize that the actions of the store manager do not necessarily reflect your ability to lead others.
3 – Evaluations
The good part of this experience was that you at least attempted to assert your authority about the promotional display.
While it was received poorly by the store manager, he must understand that this will be the nature of our relationship moving forward.
Furthermore, it must be remembered that many employees resistant to change react with negative emotions.
The bad part of this experience was the fact that the whole experience had to play out in public.
Our customers are our number one priority and it would have been preferable for the discussion to be held in private.
My failed attempt to move to the discussion elsewhere may have contributed to the situation.
On analysis , the situation occurred because a store manager who was accustomed to the status quo reacted badly to a change in management approach.
The presence of the senior manager in the store may have also worsened the fear and distrust that often accompanies change.
Multiple change management frameworks confirm this to be a common occurrence.
Nevertheless, maybe you could have responded differently by disarming the store manager in some way.
You could have smiled more or let him take you on a tour of the store and left the heavy-handed managerial directives for another day.
The situation taught you that building relationships with subordinates is as important as it is with friends, family, superiors, and colleagues.
Some subordinates – particularly those with some degree of seniority themselves – will be reluctant to obey your commands point-blank.
The situation could have been handled better by easing into the transition.
Perhaps you could have visited the store beforehand and held an informal lunch with the store manager so that the both of you could get to know each other.
Given that you have 16 stores under your supervision, you realize the importance of developing an action plan to avoid a potential repeat of the situation.
As part of this plan, you undertake extra company training on management techniques and learn power phrases that can be used to disarm verbal aggression.
You also learn how to better read someone’s body language and build rapport with your store managers.
This is seen as a more beneficial alternative than talking about business objectives right away and potentially alienating them forever.
If a situation does arise in the future, you know that these techniques and training will help you neutralize demonstrative behavior and avoid tensions escalating.
Drawbacks of Using Gibbs’ Reflective Cycle:
While Gibbs’ Reflective Cycle is a valuable tool for self-reflection and learning, it has some limitations and potential drawbacks:
1. Subjective Nature:
The reflective process is inherently subjective, relying on an individual’s perceptions and interpretations, which may not always align with objective reality.
2. Time-Consuming:
The process of going through all the stages in the cycle can be time-consuming, which may deter individuals from engaging in reflective practice regularly.
3. Complexity:
Some individuals may find the structured nature of the cycle complex, especially if they are new to reflective practice.
4. Limited in Specific Fields:
Gibbs’ Reflective Cycle may be more applicable to certain fields (e.g., education, healthcare) than others, potentially limiting its universal use.
5. May Not Address Complex Ethical Dilemmas:
For complex ethical dilemmas, the cycle may not provide sufficient depth or guidance in decision-making.
When to Use Gibbs’ Reflective Cycle:
Gibbs’ Reflective Cycle is valuable in various scenarios:
1. Educational Settings:
It is commonly used in educational settings to encourage students to reflect on their learning experiences, identify areas for improvement, and enhance critical thinking skills.
2. Professional Development:
Professionals in fields like healthcare, social work, and teaching use the cycle to review their practice, make improvements, and ensure continuous development.
3. Decision-Making:
It can be applied when making important decisions, particularly those involving ethical considerations, to explore the consequences and underlying values.
4. Personal Growth:
Individuals seeking personal growth and self-improvement can use the cycle to reflect on life experiences and set personal development goals.
How to Use Gibbs’ Reflective Cycle:
Implementing Gibbs’ Reflective Cycle effectively involves following a structured process:
1. Description:
Describe the experience or situation you want to reflect on, providing context and details of what happened.
2. Feelings:
Examine your emotional response to the experience. What were your feelings and thoughts at the time?
3. Evaluation:
Evaluate the experience, considering both positive and negative aspects. What went well, and what could have been done differently?
4. Analysis:
Analyze the experience by exploring its significance, what you learned from it, and any underlying issues or challenges.
5. Conclusion:
Draw conclusions from your analysis . What can you generalize from this experience? What insights have you gained?
6. Action Plan:
Identify specific actions you can take to apply what you’ve learned to future situations. How can you improve your practice or make informed decisions?
What to Expect from Implementing Gibbs’ Reflective Cycle:
Implementing Gibbs’ Reflective Cycle can lead to several outcomes and benefits:
1. Improved Self-Awareness:
Through reflection, individuals gain a deeper understanding of their thoughts, emotions, and reactions in various situations.
2. Enhanced Decision-Making:
Reflective practice can lead to better-informed decision-making by considering past experiences and their consequences.
3. Continuous Learning:
It promotes a culture of continuous learning and improvement, both personally and professionally.
4. Problem-Solving Skills:
It enhances problem-solving skills by encouraging individuals to analyze and evaluate their experiences.
5. Professional Growth:
Professionals can use reflective practice to enhance their skills, adapt to new challenges, and meet the evolving needs of their roles.
6. Ethical Considerations:
It provides a structured approach to exploring ethical dilemmas and making decisions in alignment with one’s values and principles.
In conclusion, Gibbs’ Reflective Cycle is a valuable framework for self-reflection and learning.
While it has its drawbacks and complexities, understanding when to use it and how to apply it effectively can lead to improved self-awareness, decision-making, and personal and professional growth .
By following the steps outlined in the cycle and recognizing its potential benefits and drawbacks, individuals and educators can leverage Gibbs’ Reflective Cycle to enhance their reflective practice and learning experiences.
Gibbs’ reflective cycle example – startup accelerator
Suppose that an entrepreneur is part of a start-up accelerator and, at the culmination of their three months with the company, has the opportunity to pitch their business idea to a room full of attentive investors.
The entrepreneur wants to start a D2C cake business and is in the process of refining their business model and pitch in time for the presentation.
When the individual first joined the accelerator, they were excited, enthusiastic, and optimistic about the future.
As the entrepreneur started to delve into the details of running a business, however, they realized that much more work was required to understand market trends, identify the main competitors, and provide cost estimates.
Cost estimates were the most significant concern.
The entrepreneur had hoped to cost a brick-and-mortar store in a desirable location for the business plan, but the preliminary cost for a store in several different areas was deemed prohibitive.
Cost estimates
Feeling somewhat dejected, the entrepreneur reverted to a pop-up stall that could be moved at will.
However, when she rang the city council about a mobile food vendor permit, they advised her that the cost was based on the number of square meters the stall occupied.
Having not purchased one yet, she became more frustrated.
Eventually, the entrepreneur joined a social media group for food vendors in her city and obtained cost estimates for several different sizes from others.
She then fed this data into the business plan and researched the average attendance at various city events to estimate her potential target audience.
While the development of a business plan has been stressful and at times bewildering, the entrepreneur starts to feel more confident in her ability to run a successful cake business without the future support of the accelerator.
Ultimately, she pitches to the room full of attentive investors and one decides to invest in her company based on her concise and accurate business plan and demonstrated initiative.
In the evaluation phase, the now business owner felt that her idea of questioning others in the same industry was rather effective.
Most were happy to provide constructive feedback – despite the fact that some would become future competitors.
The fact that she was able to attract the attention of an investor is an obvious plus.
So what was bad about the experience?
For one, despite being surrounded by qualified support, she could have asked for help earlier to avoid stress later on.
She was also frustrated at the city council’s perceived disinterest in providing a quote.
In the analysis phase, the entrepreneur concludes that some things went wrong initially because of her lack of organization and her inability to ask for help.
In the case of the latter, she didn’t know what she didn’t know about small business and this hindered her progress.
This ignorance, if you will, has been described and studied extensively in the literature.
Developed by management trainer Martin Broadwell, the four stages of competence is a framework that describes the process of an incompetent person transitioning to competence in a certain skill or topic.
5 – Conclusion
To conclude, the entrepreneur ascertains that the situation taught her to be patient, resilient, and to leave her ego at the door when considering whether to ask for help.
The problem with the city council quote, which involved a somewhat rude and terse conversation, could have been improved if she was aware of how the council quoted beforehand.
Having said that, the entrepreneur does acknowledge that her stress level was high before the call was made.
To better deal with a similar situation in the future, the cake entrepreneur will use her awareness of the link between poor preparation and stress.
In other words, if she is better prepared, she will not be as stressed when dealing with others.
Reasoning that there is much more she doesn’t know about small business, she also decides to enroll in a part-time course and join her city’s local business association.
Lastly, the entrepreneur researches ways to be more comfortable with asking for assistance. As part of her action plan, she writes the following four pointers:
Help others before asking for help.
Know what you want to ask before asking.
Ensure the question is SMART: specific, meaningful, action-oriented, real, and time-sensitive.
Never assume to know what or who people know.
Gibbs’ reflective cycle – HR staff member
In this example, an HR staff member uses Gibbs’ reflective cycle to reflect on the process of rewarding or recognizing employees from different seniority levels.
The process starts with the employee researching employee rewards and the factors that motivate them to perform. The individual is responsible for developing incentive programs for both junior employees and senior executives.
Based on their research, they determine that each cohort needs to be rewarded in a different way to increase motivation.
For junior employees, rewards should be associated with exemplary performance, while senior executives tend to prefer bonds, shares, and other incentives that encourage them to remain with the company.
In the second phase, the HR employee considers how the feelings toward a particular reward influence how it is viewed.
For junior employees, the employee contends that a dearness allowance is a strong motivator. The allowance, which is built into an employee’s salary to offset inflationary cost-of-living pressures, is one way for these employees to feel valued and appreciated.
For senior executives, the reward of part ownership of the company makes them feel proud of their contributions to building a business over the long term.
This was the first time the HR manager took an active, in-depth look at employee incentivization. In the past, the firm had instructed HR to reward employees with extra financial compensation irrespective of their seniority level.
In the evaluation phase, the manager deduces that employee compensation is not something the company can take lightly moving forward.
She also determines that her initiative to research attractive compensation for different cohorts will have a positive impact on the company’s productivity and culture.
Within reason, however, the HR department must listen to the contributions and suggestions of employees and then act on them – particularly if the current remuneration system is not meeting an employee’s needs.
In the literature, countless models and theories have been devised to explain sources of motivation in the workforce.
Some posit that motivation can be increased via certain leadership styles, while others focus on company policies, supervisor support, interpersonal relationships, and the idea of reciprocity.
According to the Society for Human Resource Management, however, around 85% of workers said compensation was important or very important to their job satisfaction .
What’s more, 92% said the presence of benefits could be the difference between choosing one employer over another.
For senior executives who are paid well, the most effective benefits are those that have monetary value but do not necessarily involve a direct payment of cash . These include stock options, titles, and health care coverage.
Junior employees are also likely to value health care coverage and access to schemes such as paid parental leave. But since they are paid less than their senior counterparts, bonuses and raises are still valued the most.
These extra funds are used to pay for basic needs such as food, shelter, and safety in an inflationary environment, while non-monetary benefits for executives fulfill needs related to self-esteem and self-actualization.
The needs of both junior and senior employees are described in detail by Maslow in his hierarchical pyramid.
5 – Conclusion and action plan
Moving forward, the HR manager strongly recommends that this targeted approach to employee reward and recognition be written into company procedures.
Under the proviso that employee performance is maintained, it is imperative to routinely appraise compensation schemes and develop a tailored approach for each of the employee cohorts.
This strategy may be more expensive than alternatives, but the HR manager concludes by remarking that a twelve-month trial period may be prudent to see whether the cost is offset by more motivated and productive employees.
Gibbs’ reflective cycle – Tesco
In 2013, British supermarket chain Tesco was faced with a major scandal after horse meat was detected in its beef burger products.
The scandal caused a significant drop in sales and negatively impacted consumer confidence in the Tesco brand . Let’s explain how the incident played out and how the company responded with a hypothetical Gibbs’ reflective cycle.
Description
Tens of millions of burger and related beef products with withdrawn from shelves across Europe in the wake of the scandal. Some of the products – including Tesco’s own brand burgers – contained up to 29% horse meat .
The outcome of the tainted beef was a decrease in consumer confidence in meat products. One report found that 60% of consumers had altered their shopping habits , with 30% buying less red meat overall and 24% choosing vegetarian options.
Tesco was shocked, disappointed, and concerned for the company’s reputation initially. The company ran prominent ads in several newspapers where it acknowledged the seriousness of the situation and offered a full refund.
In one ad, the company’s remorse was evident: “ We will work harder than ever with all our suppliers to make sure this never happens again. ”
For Tesco, the negative aspects of the event were a detrimental impact on brand image and consumer confidence. Consumers were economic victims because they paid for a product they did not receive. But horse meat also poses a health risk because it is often tainted with horse-specific pharmaceuticals that are banned from human consumption.
While there were few positives to take from the scandal, it did force the company to evaluate its supply chain practices. Then-CEO Philip Clarke later noted at the Institute for Global Food Security that “This has been a wake-up call for us all, and I see it being a pivotal moment for our industry. ”
Analysis
It was later concluded that Tesco’s somewhat opaque supply chain was a primary contributor to the problem. Horse meat was of course labeled as beef, but identifying the point at which the beef became tainted proved difficult.
The factory that supplied Tesco with its private-label brand of beef burgers, for example, used ingredients from up to 40 different suppliers and the exact mix could vary every 30 minutes. Eventually, it was discovered that meat testing positive for horse DNA originated from a factory near the border with Ireland.
The company that operated the factory processed meat for pet food and also sourced product from a Dutch businessman who was known to cut beef with horse meat. It also emerged that workers from Tesco’s Polish suppliers mixed horsemeat with defrosted beef that was sometimes so old it had turned green.
The situation taught Costco that transparency is key in its supply chains and relationships with suppliers. While the company claimed it had been a victim of fraud, it nevertheless admitted that its supply chain needed to be modernized and made more transparent to reflect the increased global demand for meat products.
Action plan
Tesco undertook several corrective measures. It hired a senior executive from the National Farmers’ Union (NFU) to restore consumer confidence in its products and improve the company’s relationship with farmers and suppliers. What’s more, the company committed to sourcing more of its meat from British suppliers wherever possible.
Clarke also announced at an NFU conference that he wanted to introduce a more transparent supply chain. This would entail a more comprehensive system of DNA testing that he believed would set a new standard for all supermarkets.
Separate from Tesco’s action plan was a report published by the governmental Department for Environment, Food & Rural Affairs. The report made several recommendations, chief among which was that consumer food safety and protection from food-related crime be made a top priority. The governmental body also called for more data-sharing and the development of effective crises and contingency plans.
Related Frameworks
Definition
Focus
Application
Gibbs’ Reflective Cycle
A structured model for reflective practice, consisting of six stages: Description, Feelings, Evaluation, Analysis, Conclusion, and Action Plan.
Facilitates systematic reflection on experiences to promote learning and personal development.
Reflective Practice, Experiential Learning
Kolb’s Experiential Learning Cycle
Presents a cyclical model of learning, comprising four stages: Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation.
Focuses on the process of learning from experience through reflection and action.
Education, Training, Personal Development
Schön’s Reflective Practice Model
Introduces two types of reflection: Reflection-in-Action (during the experience) and Reflection-on-Action (after the experience), emphasizing the importance of professional knowledge and the role of intuition and improvisation in practice.
Highlights the role of reflection in professional practice and the development of tacit knowledge.
Professional Development, Education
Borton’s Reflective Framework
Consists of three key questions: “What? So what? Now what?” encouraging individuals to explore the situation (What happened?), reflect on its significance (So what?), and determine future actions (Now what?).
Provides a simple yet effective structure for reflective practice and decision-making.
Personal Development, Problem-Solving
Rolfe et al.’s Reflective Framework
Comprises three key questions: What? So what? Now what? Similar to Borton’s framework but emphasizes the importance of exploring emotions, beliefs, and values in the reflective process.
Integrates emotional and cognitive aspects of reflection to enhance learning and personal growth.
Nursing, Healthcare, Personal Development
Brookfield’s Critical Reflection
Encourages individuals to critically analyze assumptions, beliefs, and power dynamics underlying their experiences, challenging existing perspectives and fostering deeper understanding and change.
Emphasizes critical thinking and reflexivity in the reflective process to promote transformative learning.
Education, Adult Learning, Social Change
Atkins and Murphy’s Reflective Model
Comprises four stages: Description, Analysis, Outcomes, and Action. Similar to Gibbs’ model but incorporates an additional stage for identifying outcomes and planning future actions based on the reflection.
Provides a structured approach for reflective practice with a focus on learning outcomes and action planning.
Professional Development, Education
Mezirow’s Transformative Learning
Focuses on the process of perspective transformation through critical reflection on assumptions and beliefs, leading to profound changes in understanding, identity, and behavior.
Emphasizes the role of critical reflection in challenging and reconstructing meaning frameworks to facilitate transformative learning.
Education, Adult Learning, Personal Development
Gibbs’ reflective cycle vs. Kolb’s Reflective Cycle
Kolb and Gibb’s models are both intended to enable learning through direct experience.
Therefore, enabling individuals to learn based on action.
Whereas Gibbs’ model has five stages of assessing any real-world situation.
Kolb’s model has four stages instead:
Concrete experience.
Reflective observation.
Abstract conceptualization.
And active experimentation.
Kolb’s model is way more skewed toward experience-based learning, where active experimentation becomes a critical component of the iterative learning process.
Whereas Gibbs’ model is still based on experience-based learning, yet it provides more of an analytical and structured framework to assess these experiences.
Key takeaways and examples
Gibbs’ reflective cycle is a framework giving structure to the process of learning from experience. The framework was developed by Dr. Graham Gibbs in 1988.
The cyclical nature of Gibbs’ reflective cycle is best suited to fostering continuous improvement of repeated experiences. However, it can also be used to reflect on standalone experiences.
Gibbs’ reflective cycle is based on six stages: description, feelings, evaluation, analysis , conclusion, and action plan. Each stage encourages self-reflection through the posing of multiple questions.
Key Highlights
Gibbs’ Reflective Cycle : Developed by Dr. Graham Gibbs in 1988, it is a framework for structured reflection on learning from experience. The cycle consists of six stages: description, feelings, evaluation, analysis , conclusions, and action plan.
Purpose of Reflection : Reflecting on experiences is crucial for effective learning. Without reflection, experiences may be forgotten, and their learning potential lost. Reflection helps generate generalizations and concepts that can be applied to new situations.
Experiential Learning : Gibbs’ reflective cycle supports experiential learning, where learning occurs through experiences. The cycle can be applied to both structured and unstructured learning scenarios.
Tailored Approach : The cycle’s cyclical nature makes it suitable for continuous improvement in recurring experiences, as well as for one-time situations. It encourages individuals to learn from both successes and failures.
Provides a structured framework for analyzing experiences.
Can be used for continuous improvement and planning based on past experiences.
Tailored approach for different situations and levels of expertise.
Requires objective analysis and sincere assessment.
Superficial assessment can render the framework ineffective.
Requires an open-minded approach to truly enable personal and professional growth .
Description : Describe the situation or experience objectively.
Feelings : Reflect on the emotions and thoughts associated with the experience.
Evaluation : Assess the positive and negative aspects of the experience.
Analysis : Analyze the situation using relevant theory and context.
Conclusions : Draw conclusions based on key findings and insights.
Action Plan : Develop an action plan for responding differently in similar situations in the future.
Getting a Promotion : Applying the cycle to a scenario of being promoted and facing challenges in asserting authority and making decisions.
Startup Accelerator : Reflecting on the process of developing incentive programs for junior employees and senior executives within a startup accelerator.
Tesco Scandal : Reflecting on how British supermarket Tesco responded to a scandal involving horse meat found in beef products, and the lessons learned.
Comparison with Kolb’s Reflective Cycle : While both models emphasize experiential learning, Kolb’s model focuses on four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Gibbs’ model provides a more structured and analytical approach to reflecting on experiences.
Key Takeaways : Gibbs’ reflective cycle is a valuable tool for individuals, organizations, and industries to learn from experiences, improve decision-making, and enhance personal and professional development.
Types of Organizational Structures
Siloed Organizational Structures
Open Organizational Structures
How do you write a Gibbs reflective cycle?
The six stages of Gibbs’ reflective cycle comprise:
Who is Gibbs reflective cycle used for?
The framework gives structure to the process of learning from experience through six stages: description, feelings, evaluation, analysis, conclusions, and action plan. It’s beneficial as a review process for individuals within the organizations as it helps them better understand their capabilities as they move to a structured way to assess any situation by objectively analyzing it.
What are the advantages and disadvantages of Gibbs reflective cycle?
A core advantage is that Gibbs’ Reflective Cycle introduces a structured way to assess the individuals within an organization. A disadvantage is that for it to work, it needs to be done objectively, without prejudice. Otherwise, it becomes useless and detrimental to the team using it.
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Eman Abdeen Ali
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USING GIBBS’ REFLECTIVE CYCLE IN MAKING REFLECTIONS OF LITERARY ANALYSIS
In English as Foreign Language (EFL) classroom context, it is compulsory for the students to make reflections of literary works. The current study is aimed at examining how the students implement Gibbs’ reflective cycle in making reflections of literary analysis. The qualitative study employed a document analysis upon the students’ reflection artefacts. The students’ reflections are their responses to a short story written by Amy Tan. The findings of the study revealed that Gibbs’ reflective cycle is a good framework to be used by the students in writing reflections upon literary works they are working on. The well-structured framework of writing reflection helped the students explore the literary work deeply, since the reflective cycle accommodates important aspects that can be explored from the literary work by the students. It can be concluded from this study that among the models of reflective writing developed by Kolb, Johnson, and Gibbs, the latest model is considered the most suitable to be used in literary classroom since its well-structured model enables the students to write better reflections of literary works.
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Febriani, R. B. (2019). The students’ reflective writing manifestation of reader-response literary analysis. Journal of English Education, Literature, and Culture. 4(1). 35-44
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Oxford: Oxford Further Education Unit
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Holder, N.A.K., Sim, Z.L., Foong, C.C., Pallath, V. (2019). Developing a reflection guiding tool for underperforming medical students: An action research project. Tuning Journal for Higher Education, 7(1), 115-163
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Roberts, E.V. & Jacobs. H.E., (2004). Literature: An introduction to reading and writing. New Jersey: Pearson Prentice Hall.
Rosenblatt, L. (1988). Writing and reading the transactional theory. Wahington DC: The National Institute of Education.
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Widyahening, E. T. & Wardhana, N. E. (2016). Literary works and character education. International Journal of Language and Literature, 4(1) 176-180.
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Gibbs Reflective Cycle Example
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Critically reflect on an encounter with a service user in a health care setting
This essay aims to critically reflect on an encounter with a service user in a health care setting. The Gibbs’ Reflective Cycle will be used as this is a popular model of reflection. Reflection is associated with learning from experience. It is viewed as an important approach for professionals who embrace lifelong learning (Jasper, 2013). In general terms, reflective practice is the process of learning through and from an experience or activity to gain new understandings of self and/or practice (Bout et al., 1985; Jasper, 2013). This method is viewed as a way of promoting the personal and professional development of qualified and independent professionals, eventually stimulating both personal and professional growth (Jasper, 2013). Dating back to 1988, the Gibbs’ Reflective Cycle encompasses six stages of reflection which enable the reflector to think through all the phases of an activity or experience (Gibbs, 1998). The model is unique because it includes knowledge, actions, emotions and suggests that experiences are repeated, which is different from Kolb’s reflective model (Kolb, 1984) and thus, the model is wider and a more flexible approach in examining a situation in a critical light to enable future changes (Zeichner and Liston, 1996).
1. Description
The incident I will be reflecting on occurred whilst I was placed on the oncology ward during my first year of qualified nursing. We had an elderly service user on the ward, who had been admitted due to stomach cancer. Upon his arrival, we read his notes which highlighted that he had significant learning difficulties, meaning that he also had problems with verbal communication. The main areas of reflection are how both myself and the other nurses used communication to calm the patient and show compassion, as well as how we adapted our care to address their individual needs. A nurse came onto the ward with three members of the public, who were viewing the ward as part of a job advertising process. When the nurse entered the patients bay, she informed the members of the public that the service users in that bay were currently receiving radiotherapy treatment. Upon hearing the nurse’s words, the service user became overtly distressed and began crying, shrieking and hitting his head backwards against his pillow –it took time; however, another nurse managed to calm him down by talking in a soothing manner.
2. Feelings
Prior to the incident occurring, I was mindful that the nurse was showing the three members of the public around the oncology ward, as part of a job advertising process. At the time of the incident, I had only been working on the oncology ward for six months so still felt slightly unsure of my position within the team. Ultimately, I did not feel confident or experienced enough to deal with this situation independently. I think that my increased level of anxiety meant that I struggled to intervene, however it is still clear that both my colleagues and myself should have intervened more quickly to ensure that the patient was dealt with effectively. Moreover, I was very surprised when the nurse failed to take into consideration the individual needs of the service user during the visit of the ward, as the distress caused to both the service user and the members of the public was very unnecessary.
3. Evaluation
In hindsight, the experience had both good and bad elements which have led to an increased understanding of the service user experience and my role as a nurse practitioner within the oncology team. My role was to give physical examinations and evaluate the service user’s health, prescribe and administer medication, recommend diagnostic and laboratory tests/read the results, manage treatment side effects, and provide support to patients – this includes acting in their best interests. I feel that I did not fulfil the latter responsibility completely. This duty to protect service user’s full confidentiality and ensuring that the nurse who was showing the members of the public around the ward was aware of the service user’s communication difficulties and resulting anxiety was not fulfilled. Our failure to act as a team, by sharing information and stepping in before a situation escalated, shows that there was a low level of group cohesiveness (Rutkowski, Gruder and Romer, 1983).
4. Analysis
According to the Nursing Times Clinical (2004), people with learning difficulties often have a struggle with adapting to new situations, which means that there is a potential for problematic behaviour when dealing with something outside of their comfort zone. Nevertheless, as suggested by the Nursing Times Clinical (2004), healthcare staff should be aware of how to effectively interact with people who have a learning disability and this can be aided through regular and valuable reflection. Prior to admission into the hospital, it is advised that professionals find out about the patient's communication and their likes and dislikes; address any potential fears either through discussion or by allowing the patient to visit the ward to meet the nursing staff (Nursing Times Clinical, 2004). Moreover, the day to day communication towards patients with learning difficulties should involve patient-centred/holistic care in addressing patient needs, which incorporates both verbal and non-verbal forms of communication. Therefore, professionals should make eye contact, look and listen, allocate more time for the patient, be interactive and communicative, remain patient and in some cases, enable any professionals who may have had experience with people with a learning difficulty to care for the patient (Nursing Times Clinical, 2004).
If you need assistance with writing your reflective practice, our professional Reflective Practice is here to help!
MENCAP states that one of the most common problems when accessing healthcare for people with learning disabilities is poor communication (n.d). This can be aided by offering the service user an advocate to communicate on their behalf and by providing information in a variety of ways including visual. They further this with the notion that healthcare professionals should equally value all people, adapt their service so that it meets different needs and understand that each individual will have different needs (MENCAP, n.d). The Nursing and Midwifery Council (NMC) (2015) further this in 'The Code', which states that all registered nurses and midwives must abide by the professional standards which are to: prioritise people, practise effectively, preserve safety and promote professionalism and trust. Therefore, the incident whereby another nurse did not take into consideration the individual needs of the patient does not abide by the professional code of conduct; ultimately, they did not recognise when the patient was anxious or in distress and respond compassionately, paying attention to promoting the wellbeing of the service user and making use of a range of verbal and non-verbal communication methods (NMC, 2015). Compassion is one of the '6cs' introduced in 2012 - which are the values and behaviours that are viewed as the quality markers of a health and care service - these being: care, compassion, competence, communication, courage and commitment (Department of Health, 2012). The 6Cs carry equal weight and should be a part of all service delivery - ensuring that patients are always placed at the heart of the provision (DoH, 2012).
5. Conclusion
From this experience, I am now more mindful of the importance of being assertive and exert professionalism in practice (and not feel as though I cannot do something because of my position within the team or length of experience) if similar situations were to arise in the future. The insight I have gained from this experience means that I am now more aware of the implications of not acting immediately and the importance of acting in the best interests of the patient, even when this may take courage. Strong working relationships between healthcare professionals should also be given a greater emphasis within the oncology ward, so to increase levels of group cohesiveness (Rutkowski, Gruder and Romer, 1983).
Action Plan
In the future, I aim to be more proactive in dealing with a situation face on regardless of my role within the team or level of experience; this includes dealing with a stressed service user, ensuring that information is passed on to the relevant staff and intervening when I believe that is a risk to a service user’s health or mental wellbeing. Moreover, I will address the needs and alter how I approach a patient with learning difficulties in the future by ensuring that I use the different methods of communication and undertake some independent research on their specific needs; the information of which I can use in my nursing practice.
I will not assume that other members of staff will always be aware or mindful of the individual needs and/or triggers of a service user, and I will not presume that other members of staff will always act in a wholly professional way. I will continue to undertake regular professional reflective practice, using the on-going model proposed by Gibbs (1988). I also aim to consistently and confidently implement the principles and values as set out by the National League for Nursing, relating to the individual needs of service users, these being:
To respect the dignity and moral wholeness of every person without conditions or limitation.
To affirm the uniqueness of and differences among people, their ideas, values and ethnicities. (National League for Nursing, 2017, n.d).
These are furthered by the National Health Service (NHS), which was created out of the ideal that quality healthcare should be available to all and should meet the individual needs of everyone.
Reference List
Boud, D., Keogh, R. and Walker, D. (1985) Promoting reflection in learning: a model. In D. Boud, R. Keogh and D. Walker (eds.) Reflection: turning experience into learning. London: Kogan Page.
Department of Health (DoH). (2012) Compassion in Practice. London: Department of Health.
Gibbs G (1988) Learning by Doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford.
Jasper, M. (2013) Beginning Reflective Practice. 2nd edition. Andover: Cengage.
Kolb, D. (1984). Experiential learning: experience as the source of learning and development. New Jersey: Prentice Hall.
MENCAP. (n.d) Communicating with people with a learning disability. Online. Available at: https://www.mencap.org.uk/sites/default/files/2016-12/Communicating%20with%20people_updated%20(1).pdf
National Health Service (NHS). (2015) Principles and values that guide the NHS. Online. Available at: http://www.nhs.uk/NHSEngland/thenhs/about/Pages/nhscoreprinciples.aspx
National League for Nursing. (2017) Core Values. Online. Available at: http://www.nln.org/about/core-values
Nursing and Midwifery Council (NMC). (2015) The Code. London: Nursing and Midwifery Council.
Nursing Times Clinical. (2004) Managing the needs of people who have a learning disability, Nursing Times 100 (10) pp. 28-29.
Oxford Brookes University. (2017) Reflective writing: About Gibbs reflective cycle. Online. Available at: https://www.brookes.ac.uk/students/upgrade/study-skills/reflective-writing-gibbs/
Rutkowski, G. K., Gruder, C. L., & Romer, D. (1983). Group cohesiveness, social norms, and bystander intervention, Journal of Personality and Social Psychology, 44(3), pp.545-552.
Zeichner, K. and Liston, D. (1996) Reflective Teaching: an introduction. New Jersey: Lawrence Erlbaum Associates.
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To make reflection an intentional activity for your team, you'll want to run a Gibbs Reflective Cycle exercise to help you make reflection an intentional activity. In this article, we'll review the Gibbs Reflective Cycle, the corresponding model, and how to run the exercise, as well as provide you with a template you can use with your own team.
Graham Gibbs' Reflective Cycle
Gibbs' Reflective Cycle, lends itself particularly well to repeated experiences. It covers 6 stages: • Action plan for how you would deal with similar situations in the future, or general changes you might find appropriate. Critical reflection is viewed by many as the cognitive process linking theory and practical work, vital in critical ...
What is Gibbs' Reflective Cycle? The Gibbs ...
Gibbs' reflective cycle was developed by Dr. Graham Gibbs in 1988 - a research leader in the Department of Behavioral and Social Sciences at the University of Huddersfield. Gibbs' reflective cycle is a framework giving structure to the process of learning from experience through six stages: description, feelings, evaluation, analysis, conclusions, and action plan.
Gibbs' Reflective Cycle explained with lots of Examples
Find out what Gibbs' Reflective Cycle is. Discover its 6 Steps and How to use it with lots of Real Helpful Examples explained Step by Step.
Gibbs' reflective cycle review
The Gibbs' cycle, used in reflective practice, is a tool for self-reflection, mental wellbeing monitoring, academic learning and teaching activities, personal and professional development.
Using Gibbs' Reflective Cycle in Making Reflections of Literary
The findings of the study revealed that Gibbs' reflective cycle is a good framework to be used by the students in writing reflections upon literary works they are working on.
Gibbs Reflective Cycle Example
Looking for an example of Gibbs reflective cycle? This essay aims to critically reflect on an encounter with a service user in a health care setting, using the Gibbs Reflective Cycle.
What Is Gibbs Reflective Model Pros and Cons
Gibbs Reflective Cycle Pros and Cons Following are some pros and cons of Gibbs Reflective Model to elaborate on its utility and limitations.
Do Teachers Think on their Feet? The Awareness and Practice of
The purpose of this study was to assess the awareness and practice of Secondary School teachers about employing reflective approach. It was a qualitative study involving two government secondary schools, namely, Biftu Secondary School and Shashemene Secondary School which were selected purposively. Likewise, a total of 12 teachers were selected using a purposive sampling technique. The primary ...
COMMENTS
Considering Gibbs' Reflective Cycle framework, in this article, we detail the design, implementation, and evaluation of a reflective writing assignment integrated into a lower-year undergraduate public health biology course. Through the design and implementation of the reflective writing assignment, four key lessons are drawn.
Other models, such as Gibbs' Reflective Cycle Model ( Table 3) from the literature of teacher education, include more stages—"Description," "Feelings," "Evaluation," "Analysis," "Conclusion," and "Action Plan"—and provide guiding questions to foster a more complete reflection [ 23 ].
The aim of this article was to provide an overview of Gibbs's reflective cycle ( Gibbs, 1988) and its application to debriefing as part of simulation practice. First, we explore the concept of reflection and reflective practice, describe and analyze Gibbs's cycle, and compare how this cycle relates to contemporary debriefing methods.
The Gibbs' cycle, used in reflective practice, is a tool for self-reflection, mental wellbeing monitoring, academic learning and teaching activities, personal and professional development.
The implementation of reflective assessment using Gibbs' reflective cycle in assessing students' writing skill
Reflection is important for learning in simulation-based education (SBE). The importance of debriefing to promote reflection is accepted as a cornerstone of SBE. Gibbs's reflective cycle is a theoretical framework comprised of six stages and can be used during structured debriefing to guide reflection. The aim of the article was to provide an overview of Gibbs's reflective cycle and its ...
Another commonly used model is Gibbs' reflective cycle, published in 1988, which further expands on Kolb's work and has been used for reflections in various medical professions,
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' cycle review. Emotions as a part of the cycle. The Gibbs' cycle, used in reflective practice, is a tool for self-reflection, mental wellbeing monitoring, academic learning and teaching activities, personal and professional development. It is structured in six phases: description, feelings, evaluation, conclusions, and action plan.
Using a framework for reflection: Gibbs' reflective cycle. cknowledge the importance of feelings and emotion in learning:It is from the feelings and thought emerging from thi. reflection that generalisations or concepts can be generated. And it is generalisations o. concepts that.
For many years, reflection has been considered good practice in medical education. In public health (PH), while no formal training or teaching of reflection takes place, it is expected as part of continuous professional development. This paper aims to identify reflective models useful for PH and to review published literature on the role of reflection in PH. The paper also aims to investigate ...
The Gibbs' cycle, used in reflective practice, is a tool for self-reflection, mental wellbeing monitoring, academic learning and teaching activities, personal and professio- nal development.
The Gibbs Reflective Cycle is one of the most commonly used reflective cycles used by those studying to be a nurse. This model of reflection will help you critically analyse your experiences.
Gibbs Reflective Cycle. Author: Clare Hopkinson. Reflection is a key aspect of the personal and professional development that nurses are required to undertake to keep pace with the changing nature of practice. It helps ensure safe and effective evidence-based care by allowing nurses to constantly improve their skills.
Delve into Gibbs' Reflective Cycle, a powerful tool fostering critical thinking, deep learning, and professional growth through reflection.
To make reflection an intentional activity for your team, you'll want to run a Gibbs Reflective Cycle exercise to help you make reflection an intentional activity. In this article, we'll review the Gibbs Reflective Cycle, the corresponding model, and how to run the exercise, as well as provide you with a template you can use with your own team.
Gibbs' Reflective Cycle, lends itself particularly well to repeated experiences. It covers 6 stages: • Action plan for how you would deal with similar situations in the future, or general changes you might find appropriate. Critical reflection is viewed by many as the cognitive process linking theory and practical work, vital in critical ...
Gibbs' reflective cycle was developed by Dr. Graham Gibbs in 1988 - a research leader in the Department of Behavioral and Social Sciences at the University of Huddersfield. Gibbs' reflective cycle is a framework giving structure to the process of learning from experience through six stages: description, feelings, evaluation, analysis, conclusions, and action plan.
Find out what Gibbs' Reflective Cycle is. Discover its 6 Steps and How to use it with lots of Real Helpful Examples explained Step by Step.
The Gibbs' cycle, used in reflective practice, is a tool for self-reflection, mental wellbeing monitoring, academic learning and teaching activities, personal and professional development.
The findings of the study revealed that Gibbs' reflective cycle is a good framework to be used by the students in writing reflections upon literary works they are working on.
Looking for an example of Gibbs reflective cycle? This essay aims to critically reflect on an encounter with a service user in a health care setting, using the Gibbs Reflective Cycle.
Gibbs Reflective Cycle Pros and Cons Following are some pros and cons of Gibbs Reflective Model to elaborate on its utility and limitations.
The purpose of this study was to assess the awareness and practice of Secondary School teachers about employing reflective approach. It was a qualitative study involving two government secondary schools, namely, Biftu Secondary School and Shashemene Secondary School which were selected purposively. Likewise, a total of 12 teachers were selected using a purposive sampling technique. The primary ...