Gibbs' reflective cycle
Gibbs' reflective cycle is a structured approach to reflective learning that helps individuals learn from their experiences by critically analyzing their actions and reactions. Developed by Professor Graham Gibbs in his 1988 book, *Learning by Doing*, the cycle consists of six key stages: description, feelings, evaluation, analysis, conclusion, and action. This process encourages individuals, particularly those in fields like healthcare, to thoughtfully reflect on significant experiences to better understand their behaviors and improve future responses.
The initial stage involves describing the experience, followed by expressing feelings associated with the situation. The subsequent stages focus on evaluating the experience, analyzing the context and actions taken, and drawing conclusions about what could have been done differently. Finally, individuals formulate an action plan to guide future decisions. For example, a dental student might reflect on an intern experience where they observed a dentist failing to change gloves, prompting a series of reflections that not only highlight the importance of patient safety but also encourage personal growth in communication and assertiveness. Gibbs' reflective cycle thus serves as a valuable tool for fostering growth and improving practice through critical self-reflection.
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Gibbs' reflective cycle
Gibbs' reflective cycle is a type of reflective learning technique. Reflective learning is a way for people to learn from experience; however, to learn, people must consciously think about how they could handle a similar situation in the future. Professor Graham Gibbs further developed the concept of reflective learning in his book Learning by Doing (1988). By following the Gibbs' reflective cycle, people can make sense of a particular experience, understand why they acted the way they did, and reflect on how they could do it better (or differently) next time. The process is especially popular with students in the health care industry.
Overview
The Gibbs' reflective cycle has six stages: description, feelings, evaluation, analysis, conclusion, and action. Sometimes the evaluation and analysis steps are combined. To learn after an experience, people should reflect on the situation. First, they describe what happened; then, they think about how they felt; and next, they evaluate and analyze the situation. Lastly, they consider the option they chose and reflect upon other avenues they could pursue in a future experience.
For example, a dental student might use the Gibbs' reflective cycle to reflect on and learn from an experience while working as an intern at a dental office. During the description phase, the student asks themselves what happened. The student observed the dentist fill a cavity on one patient. When the dentist was finished, the student and dentist proceeded to the next examining room. The dental student noticed that the dentist forgot to change their gloves. The student thought about saying something, but the dentist had already begun examining the next patient.
Next, the student assesses their feelings before and after the situation. The student felt alarmed because they noticed that the dentist did not follow proper protocol. They also felt nervous to question the dentist's authority. After the incident, the student decided to talk to the dentist in private about the incident. The dentist told the student that they had forgotten to change gloves because they were busy. The dentist then assured the student that they would take measures to remember next time by placing a box of gloves near the doorway of each examining room.
During the evaluation of the incident, the student realized that while the situation had caused some stress, they were encouraged that the dentist responded positively and took action to prevent further incidents. The student also learned that they should speak up when they notice someone does not follow protocol, even if it makes them uncomfortable to confront the person. The student then analyzed the proper protocol about glove usage per their dental training to ensure they know the correct procedure regarding gloves for the next time.
As part of the conclusion, the student understood that they should have spoken up sooner because the incident put the patient's well-being at risk. However, it made the student realize that they must put the needs of patients first and work on their own confidence when interacting with colleagues. Their action plan is to be more assertive in the future when they see something wrong to minimize potential risk to a patient.
Bibliography
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"Gibbs' Reflective Cycle." Mind Tools, www.mindtools.com/ano9qiu/gibbs-reflective-cycle. Accessed 18 July 2024.
"Gibbs' Reflective Cycle." The University of Edinburgh, www.ed.ac.uk/reflection/reflectors-toolkit/reflecting-on-experience/gibbs-reflective-cycle. Accessed 18 July 2024.
Jayatilleke, Nishamali, and Anne Mackie. "Reflection as Part of Continuous Professional Development for Public Health Professionals: A Literature Review." Journal of Public Health, 17 Oct. 2012, jpubhealth.oxfordjournals.org/content/early/2012/10/16/pubmed.fds083.full. Accessed 20 Dec. 2016.
"Using Gibbs: Example of Reflective Writing in a Healthcare Assignment." Oxford Brookes University, www.brookes.ac.uk/getmedia/a7265343-34c8-4054-b08d-3c624eb8600e/Using-Gibbs-Example-of-reflective-writing-in-a-healthcare-assignment.pdf. Accessed 18 July 2024.
"Reflective Writing: Reflective Frameworks." University of Hull, libguides.hull.ac.uk/reflectivewriting/reflection3. Accessed 18 July 2024.