When you’re in the healthcare sector, learning never stops. Every patient, every shift, and every decision provides you with opportunities to improve. Reflective practice is a key part of professional development, helping nurses and other healthcare professionals assess their experiences and to refine their approach based on what they’ve learned.
One of the most widely used models for this type of structured reflection is Gibbs’ Reflective Cycle. Developed by Graham Gibbs in 1988, it provides a step-by-step framework to analyse experiences, identify lessons learned, and plan for future improvements. Its structured approach makes it especially useful in nursing and healthcare, where reflection plays a vital role in developing clinical skills so that healthcare professionals can deliver higher standards of care.
Understanding Gibbs' Reflective Cycle
Gibbs’ Reflective Cycle is made up of six stages, each designed to guide a structured reflection on an experience. It helps healthcare professionals think about what happened, how it felt, what worked, and what could be improved. The next section will break down each stage in detail.
1. Description
The Description stage is the foundation of Gibbs’ Reflective Cycle. It sets out a clear, objective account of an experience, without analysing or interpreting what happened. This step is about reporting the facts, free from emotion or judgement, to create a strong base for deeper reflection. Think of it as setting the scene, like a journalist writing a report. The goal is to paint a clear picture of what happened, ensuring all key details are included. This stage should answer:
Reflection in this stage should answer:
- What happened?
- When did it take place?
- Where did it take place
- Who was involved?
- What actions were taken?
- What was the outcome?
For Example
A nurse reflecting on a shift might describe assisting a patient who was in distress. They would outline what happened, when did it happen, where did it happen, who was present, what actions were taken, and how the situation was resolved. The next stages of the cycle will build on this foundation, analysing the experience and identifying areas for improvement.
2. Feelings
The Feelings stage explores the emotions and thoughts experienced during the event. It focuses on recognising how you felt at the time, how those feelings may have influenced your actions, and how your feelings and perspectives have changed after reflecting on the event. This stage is important for understanding personal responses and how your emotions impact your decision-making.
Reflection in this stage should answer:
- What were your initial thoughts and feelings?
- How did you feel during the experience?
- Did your emotions change as the situation unfolded?
- How do you feel about it now?
- Did your feelings affect your actions or decisions?
For Example
A nurse reflecting on a high-pressure situation might recall feeling overwhelmed when dealing with a deteriorating patient. As the situation progressed, their focus may have shifted towards problem-solving, helping them manage their emotions. Looking back, they might feel more confident in their ability to handle similar situations in the future. Recognising these emotions can help improve self-awareness and future practice.
3. Evaluation
The Evaluation stage looks at what went well and what could have been improved. It’s about assessing the positive and negative aspects of the experience, considering both personal performance and external factors that influenced the situation. This step helps identify strengths and areas for growth.
Reflection in this stage should answer:
- What went well?
- What didn’t go as planned?
- How did you and others contribute to the outcome?
- Were there any external factors that affected the situation?
- What feedback (if any) did you receive?
For Example
A nurse reflecting on administering medication might recognise that they followed the correct procedure and reassured the patient effectively. However, they may also acknowledge that they felt rushed due to time pressures, which led to missing an opportunity to provide additional patient education. Evaluating these aspects helps highlight successes while identifying ways to improve in similar situations.
4. Analysis
The Analysis stage focuses on understanding why things happened the way they did. It goes beyond identifying what was good or bad and looks at the reasons behind the outcome. This step encourages critical thinking by considering factors that influenced the situation, such as actions taken, communication, environmental pressures, or external circumstances.
Reflection in this stage should answer:
- Why did things happen the way they did?
- What factors contributed to the outcome?
- Were there any underlying issues that affected the situation?
- How did your actions or the actions of others influence the result?
- Could anything have been done differently to change the outcome?
For Example
A nurse reflecting on a challenging interaction with a patient may realise that their own stress levels impacted their communication. They might identify that a lack of time meant they didn’t fully explain a procedure, leading to the patient feeling anxious. Understanding these factors helps in recognising patterns and making adjustments to improve future practice.
5. Conclusion
The Conclusion stage focuses on identifying what could have been done differently. It’s about drawing lessons from the experience and considering alternative approaches that might have led to a better outcome. This step helps in recognising areas for improvement and preparing for similar situations in the future.
Reflection in this stage should answer:
- What did you learn from this experience?
- Could you have handled anything differently?
- Were there any skills or knowledge gaps that affected the outcome?
- What changes would you make if faced with a similar situation again?
For Example
A nurse reflecting on a patient handover may realise that key details were missed due to time pressure. They might conclude that using a structured handover tool, such as SBAR, would have improved communication and ensured all critical information was shared. Identifying these changes helps build confidence and prepares them to handle future situations more effectively.
6. Action Plan
The Action Plan stage focuses on how to handle similar situations in the future. It’s about turning reflection into improvement by identifying specific steps to take next time. This might involve developing new skills, seeking further training, or adjusting how a situation is approached.
Reflection in this stage should answer:
- What will you do differently next time?
- How will you develop the skills or knowledge needed?
- Are there any resources or support systems that could help?
- How will you measure your improvement?
For Example
A nurse reflecting on managing a distressed patient might decide to complete additional training in de-escalation techniques. They could also plan to use a more structured approach to communication, ensuring the patient feels heard and supported. Taking these steps helps turn reflection into meaningful professional growth.
Application in Nursing and Healthcare
As we’ve established, Gibbs’ Reflective Cycle is widely used in nursing to improve patient care and clinical decision-making by providing a structured way to assess past experiences.
An example of the reflective cycle being applied practically is as follows.
A nurse might reflect on a situation where a patient handover didn’t go smoothly. By working through the cycle, they can pinpoint what information was missed, what caused this information to be missed, and how to ensure that this information isn’t missed again in the future. This process strengthens professional skills and helps nurses adapt to new challenges with greater confidence.
Tips on Applying Gibbs’ Reflective Cycle to Your Learning
Using Gibbs’ Reflective Cycle effectively takes time and practice. Here are some practical tips to help make reflection a valuable part of your learning and professional development:
Making Reflection a Habit
Keep a reflective journal – Writing down experiences helps organise thoughts and track progress over time.
Set aside regular time for reflection – Daily or weekly reflection ensures continuous learning.
Reflect soon after an event – Fresh memories lead to more accurate and useful insights.
Be honest with yourself – Acknowledge both strengths and areas for improvement without self-criticism.
Make it a routine – Integrate reflection into your workday, such as after a shift or training session.
Deepening Your Reflection
Ask the right questions – Go beyond surface-level thinking and challenge yourself to explore why things happened.
Link experiences to theory – Apply nursing principles, clinical guidelines, or research to explain what happened.
Consider different perspectives – Think about how others involved in the situation may have viewed it.
Look at patterns in your practice – Identify recurring strengths or challenges that might need further attention.
Explore emotional responses – Recognise how feelings influence decision-making and professional growth.
Seeking External Input
Discuss reflections with mentors or peers – Talking through experiences with others can provide new insights.
Seek constructive feedback – Ask colleagues or educators for their perspectives on your performance.
Observe others’ practice – Watching how experienced professionals handle situations can inform your own development.
Use supervision sessions effectively – If you have a mentor or supervisor, bring reflections to discussions for further learning.
Turning Reflection into Action
Identify specific learning points – Instead of broad conclusions, pinpoint clear takeaways from each reflection.
Create personal action plans – Make a note of what you will do differently next time.
Monitor your progress – Revisit past reflections to see how your skills and confidence have developed.
Use it for professional development – Reflective practice can be used in appraisals, coursework, or CPD portfolios.
Avoiding Common Pitfalls
Don’t just focus on the negatives – Reflection is about learning, not just identifying mistakes.
Avoid rushing through the cycle – Taking time to think through each stage makes it more effective.
Don’t let emotions take over – Acknowledge feelings, but balance them with objective thinking.
Keep it structured – Without a clear approach, reflection can become unfocused or repetitive.
Additional Resources
To deepen your understanding of reflective practice and Gibbs’ Reflective Cycle, consider exploring the following resources:
Online Courses
“Learning by Doing: A Guide to Teaching and Learning Methods” by Graham Gibbs.
“6.2 Gibb’s reflective cycle” from The Open University.
Books
“The Gibbs’ Reflective Cycle Journal: For Teachers and Healthcare Professionals” by Hand Crafted Media.
“Navigating Gibbs Reflective Cycle Model: Reflective Journal: A guided Journey to Personal and Professional Development” by Belladonna Sterling.
Incorporating Gibbs’ Reflective Cycle into daily practice empowers healthcare professionals to transform experiences into valuable learning opportunities. This structured approach not only enhances clinical skills but also fosters personal growth and resilience. By systematically reflecting on actions and outcomes, practitioners can continually refine their methods, leading to improved patient care and professional satisfaction. Embracing this reflective model is a proactive step towards excellence in the dynamic field of healthcare.
