reflective essay nursing gibbs

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Gibbs' Reflective Cycle

One of the most famous cyclical models of reflection leading you through six stages exploring an experience: description, feelings, evaluation, analysis, conclusion and action plan.

Gibbs' Reflective Cycle was developed by Graham Gibbs in 1988 to give structure to learning from experiences.  It offers a framework for examining experiences, and given its cyclic nature lends itself particularly well to repeated experiences, allowing you to learn and plan from things that either went well or didn’t go well. It covers 6 stages:

• Description of the experience
• Feelings and thoughts about the experience
• Evaluation of the experience, both good and bad
• Analysis to make sense of the situation
• Conclusion about what you learned and what you could have done differently
• Action plan for how you would deal with similar situations in the future, or general changes you might find appropriate.

Below is further information on:

• The model – each stage is given a fuller description, guiding questions to ask yourself and an example of how this might look in a reflection
• Different depths of reflection – an example of reflecting more briefly using this model

This is just one model of reflection. Test it out and see how it works for you. If you find that only a few of the questions are helpful for you, focus on those. However, by thinking about each stage you are more likely to engage critically with your learning experience.

This model is a good way to work through an experience. This can be either a stand-alone experience or a situation you go through frequently, for example meetings with a team you have to collaborate with. Gibbs originally advocated its use in repeated situations, but the stages and principles apply equally well for single experiences too. If done with a stand-alone experience, the action plan may become more general and look at how you can apply your conclusions in the future.

For each of the stages of the model a number of helpful questions are outlined below. You don’t have to answer all of them but they can guide you about what sort of things make sense to include in that stage. You might have other prompts that work better for you.

Description

Here you have a chance to describe the situation in detail. The main points to include here concern what happened. Your feelings and conclusions will come later.

Helpful questions:

• What happened?
• When and where did it happen?
• Who was present?
• What did you and the other people do?
• What was the outcome of the situation?
• Why were you there?
• What did you want to happen?

Example of 'Description'

Here you can explore any feelings or thoughts that you had during the experience and how they may have impacted the experience.

• What were you feeling during the situation?
• What were you feeling before and after the situation?
• What do you think other people were feeling about the situation?
• What do you think other people feel about the situation now?
• What were you thinking during the situation?
• What do you think about the situation now?

Example of 'Feelings'

Here you have a chance to evaluate what worked and what didn’t work in the situation. Try to be as objective and honest as possible. To get the most out of your reflection focus on both the positive and the negative aspects of the situation, even if it was primarily one or the other.

• What was good and bad about the experience?
• What went well?
• What didn’t go so well?
• What did you and other people contribute to the situation (positively or negatively)?

Example of 'Evaluation'

The analysis step is where you have a chance to make sense of what happened. Up until now you have focused on details around what happened in the situation. Now you have a chance to extract meaning from it. You want to target the different aspects that went well or poorly and ask yourself why. If you are looking to include academic literature, this is the natural place to include it.

• Why did things go well?
• Why didn’t it go well?
• What sense can I make of the situation?
• What knowledge – my own or others (for example academic literature) can help me understand the situation?

Example of 'Analysis'

Conclusions.

In this section you can make conclusions about what happened. This is where you summarise your learning and highlight what changes to your actions could improve the outcome in the future. It should be a natural response to the previous sections.

• What did I learn from this situation?
• How could this have been a more positive situation for everyone involved?
• What skills do I need to develop for me to handle a situation like this better?
• What else could I have done?

Example of a 'Conclusion'

Action plan.

At this step you plan for what you would do differently in a similar or related situation in the future. It can also be extremely helpful to think about how you will help yourself to act differently – such that you don’t only plan what you will do differently, but also how you will make sure it happens. Sometimes just the realisation is enough, but other times reminders might be helpful.

• If I had to do the same thing again, what would I do differently?
• How will I develop the required skills I need?
• How can I make sure that I can act differently next time?

Example of 'Action Plan'

Different depths of reflection.

Depending on the context you are doing the reflection in, you might want use different levels of details. Here is the same scenario, which was used in the example above, however it is presented much more briefly.

Adapted from

Gibbs G (1988). Learning by Doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford.

Health and Safety Advice in a Fast Changing World

Nurses and Midwives Reflection Process

Nurses and Midwives in the UK are formally required to record 5 pieces of reflection on either continuing professional development (CPD) or practice related feedback to improve their nursing practice.

Here I start with the theory of reflection (see Framework image) and then give an example from my own nursing history of an awful incident – one I will never forget.

If you don’t want the theory (and let’s face it who does?); scroll down to my real-life example and see how I have applied the Gibbs theory model to a terrible incident which almost made me give up nursing.

Let’s Get Started

To see if Gibbs reflective cycle can help you reflect on aspects of your practice, recall a nursing situation that didn’t turn out as you expected or go to plan.

Look at the Gibbs Model flow chart above –

Stage 1 – Description (Pure Facts)

The first step is to describe what you know. Ask yourself the following questions:

• What are the brief facts of the situation?
• What occurred? Who was involved?
• What did you do? What did others do?

Stage 2 – Description – (Feelings)

• How were you feeling at the time?
• Were there influences affecting others actions/behaviour?
• Were there any known or perceived difficulties with the activity, timing, location, information or resources etc.?

Stage 3 – Evaluation

• What was good and bad about the experience
• How might the facts and feelings (from stage 1 and 2 above) have affected your actions/behaviour
• What other circumstances may have affected your actions or thoughts?
• How issues might influence the activity or practice related feedback?

Stage 4 – Analysis

• Why you picked this incident to reflect on?
• What sense can you make of it? Does it make sense given the preceding 3 stages?
• What is the main area of concern or focus on the future?

Stage 5 – Conclusions

• What have you discovered?
• What have you learned from this incident and circumstances?
• What questions remain?

Stage 6 – Now What? (Action)

You have analysed the incident and want to make sure you improve your practice for next time, so need to move into the action planning stage:

• What will I do differently from now on or the next time this arises?
• What resources/help will you need?

Gibbs, (1988) Learning by Doing: A Guide to Teaching and Learning Methods Further Education Unit, Oxford Brookes University, Oxford.

Example Reflection –  Sadly, a real story!

Night duty drug round.

I am a third-year student nurse ‘in charge’ on night duty, in a London hospital, with a junior nurse to deal with 23 pretty sick people in this medical ward.  A doctor asked me to give a patient (Mrs X,) 0.1 mg of Digoxin (a heart stimulant – steady, slows and strengthens the heartbeat) to relieve symptoms of severe congestive cardiac failure and difficulty breathing.  I had never given such a high dose of Digoxin before and measured 4 tabs from the 0.25 mg bottle.  I checked the script and the tablets with both the doctor, who nodded, and my junior nurse. We were all in agreement. I checked Mrs X’s pulse rate (standard practice for Digoxin), which was in the OK range, before giving the tablets. I kept Mrs X on hourly observations after.

At about 2 am I suddenly realised I had given 10 times the amount of Digoxin as stated on the Doctors script.  In horror, I called the night sister who agreed with me.  We filled in an incident form, informed the doctor and Mrs X’s relatives of what happened. Petrified, I was told to go see the hospital matron in the morning.

Mrs X did not seem to suffer any ill effects from the Digoxin during the night and went on to make a full recovery.

I had been on nights for a long stretch.  It was a very busy ward with only two-night staff and I was “in charge”.  Mrs X was very ill and needed constant monitoring.

I had only ever seen 0.25mgs of Digoxin tablets and did not know there was a paediatric blue table of 0.1 mg made.  I was very reluctant to give such a big dose which is why I checked the four tablets of .25 with the doctor who looked at the tablets and said OK.  I was nervous about the dosage being so high and took Mrs X’s pulse for much longer than the customary 15 seconds.

The doctor too was under tremendous strain, his beeper kept going off and he was rushing about all over the place.  I had never met him before.  He had recently come from a paediatric ward.

Nobody ever blamed me for the incident, neither did they reassure me.  Mrs X went on to make a full recovery and the relatives were very understanding about the situation which was a relief.  Matron was kind to me and impressed I had owned up to the error – nobody would have ever known, she said.

I felt absolutely terrified about the error though and watched Mrs X all night for signs of overdose.  I didn’t sleep all the next day and returned to my next night shift to find Mrs X better.

This incident really frightened me because I had done everything right – I had checked the dosage with both the Doctor and the junior nurse.  I had not known that you could get a 0.1 mg of Digoxin or it was blue.  I have no idea what prompted me to think about the overdose later on that night except that I had been very reluctant to give it.  The Doctor agreed I had shown him 4 white tablets who said “I thought you knew what you were doing” Which isn’t any sort of answer really.  Yet he didn’t get in trouble (like me) at all for overseeing and agreeing my mistake.

I also realised how dependant patients are on the care and insights of the medical profession and the trust they put in us; I’d let Mrs X down.

I believe that this incident was down to a series of incidents linked to overwork, tiredness and misunderstandings. Plus if I’d known the Doctor better I might have had a conversation about the dose.

I was so relieved that Mrs X survived the overdose and the relatives were understanding but, if she had a serious reaction or even died, I’m not sure I could have carried on nursing.

I have learnt to be more careful with drugs and to really understand the dosage.  If necessary now I will look up the drug in the reference books before I give them because it is my responsibility if I do it wrong.

I will always be ultra-careful with new drug scripts in the future and if I am nervous, then to go with my gut feeling and check and check again. Although, as I said to Matron, at the time I’d felt as if I done as much as I could have.

Also, if nurses in my team are involved in incidents where they have made a clinical mistake, I am always on hand to offer support and give them an opportunity to talk to me.

I never want another nurse to go through what I went through alone and I definitely do not want to harm anyone in my care.

Linked to NMC Code of Practice 14 – “Preserving Safety”

Further information.

• British National Formulary (BNF)  the drugs’ bible in the UK, available online with a subscription

Other of my real stories here:

• For a second applied reflection example, see my blog about My Infographic Mistake
• For a third reflection see Dog Walking

I have also published a workbook for nurses where you can see the model and have space to add your own private stories. Available on Amazon With over 400 great reviews.

Thanks for reading and good luck in your career. J

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My site may contain affiliate links. Meaning, I get a commission if you purchase through my links, at no cost to you. However, I do not recommend lightly – if I like it I want you to know about it. J

Nursing Reflective Models - Guide

As you undertake your nursing studies, you must reflect on your experiences, encounters, and practice in the workplace or the entire course. For this, you will use various reflective models. Models of reflection help you to systematically organize and critically reflect on your practice as a nursing student and are meant to guide your decision-making process. In addition, you will find them helpful in your personal and professional life as a nurse practitioner. You can apply these models in your nursing reflection essay.

Below, we explore some of the most common nursing reflective models in this guide to help you understand the different approaches to writing reflection essays. In addition, we offer such services if you need professional assistance writing your reflective essay. Check out our services section. But first, get solid with the specific reflective model, framework, or tool to adopt for your nursing reflective essay.

Gibbs' Reflective Cycle

The Gibbs' reflective cycle was developed by Graham Gibbs in 1988 to structure learning from experiences.  Gibb's model  is a cyclic process that allows a person to examine their experiences repeatedly to learn and plan from what went right and wrong.

The famous cyclical model of reflection has six stages that explore an experience: description, feelings, evaluation, analysis, conclusion, and action plan. Let's look at each separately in brief.

• Description. Here, you should describe what happened without judging or concluding anything. When undertaking this step, you need to ask yourself:
• 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?
• Feelings. This step entails describing your reactions and emotions. Here are some guiding questions for this step:
• 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?
• Evaluation. Here, you weigh in or make value judgments on what was good or bad about the experience. Here are some questions to guide you through this step:
• Analysis. Here, you have to analyze the situation to determine if there were similarities or differences in the experience. Then, you will make sense of the situation. Here are some questions to ask yourself as you draft this section:
• Conclusion. Here, you detail the conclusions you can draw from the experience and your analysis. Ensure to include the specific conclusions you can draw about the unique personal encounter or way of working.   Explain what you could have done differently and why. Ask yourself:
• Action Plan.  In this section of your essay, you must explain the steps you will take based on what you have learned. You should explain how you will approach the situation differently and provide a rationale. Questions to ask yourself:

If you want help writing a reflection/reflective essay, we can help, we have the best nursing writers to help you, even if it is urgent. Click on Place order and fill in the form.

Dewey's Reflective Thinking Model

According to John Dewey, reflective thinking is an active, persistent, and careful consideration of a belief or supposed form of knowledge of the grounds that support that knowledge and further conclusions to which the knowledge leads. He believed that through active, reflective thinking, learners could assess what they know and need to know and how to bridge the knowledge gap.

Dewey's reflective thinking model has been a foundation for many models that are used today. Below are the steps for reflective thinking as per the model:

• Identifying and defining the problem
• Analyzing the problem.  You investigate the issue in-depth.
• Determining the criteria.  Come up with criteria to address the issues.
• Brainstorming on possible solutions.  Evaluating the potential solutions to solve the problem.
• Organizing ideas.  Selecting the best solution or a combination of solutions.
• Accepting the solution.  Testing, evaluating, and implementing the solution.

Kolb Reflective Model

David Kolb introduced the four-step Kolb's learning cycle, an approach to reflection. It is slightly different because it sites reflection as part of a wider set of processes where a learner (nurse student, nurse educator, nurse leader, or nurse practitioner) is on a journey of discovery to understand their working processes as they undertake different stages of engagement with events, occurrences, or training sessions. It is an experiential model of reflection that assigns higher value to the role of experience in learning.

Kolb's cycle has four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation.

• Concrete experience.  A person encounters a concrete experience, which is the basis of reflection. Therefore, you must describe the situation or experience when using this model. You can also describe a representation of existing experience given new concepts.
• Reflective observation.  Here you critically weigh in on the new experience given your knowledge or existing knowledge. You have to spot the inconsistencies between experience and understanding.
• Abstract conceptualization.  Here, you develop a new idea or modification of an existing abstract concept. You will share what you have learned from the experience. You generate ideas, steps, behaviors, or approaches to address the situation or experience.
• Active Experimentation.  You apply the new ideas and concepts to the world around you to see what changes occur. You test and experiment on the applicability of the new knowledge, steps, policies, behavior, or approaches.

Atkins and Murphy's Model of Reflection

Atkins and Murphy's reflection model was developed in 1993 specifically for nursing practice. The model is based on the premise that nurses face various challenging situations. Further, the model is based on the idea that people find it challenging to think about their uncomfortable experiences but can reflect on such events and find insights when faced with similar situations in the future. Finally, it is also a circular model that has 5 stages:

• In this step, a person gains knowledge or awareness about the triggers that have caused them discomfort. The step entails identifying one's thoughts and emotions that have resulted from the experience. You have to open up and express yourself to become vulnerable to identify the discomforts. When you analyze your personal feelings and thoughts, you can make improvements. At this stage, ask yourself:
• What affected your emotions?
• What were you thinking?
• What were your emotions after the situation occurred?
• What are you thinking now when you look back on the situation?
• Describe the situation.  In the second step, you then describe the situation. Critically describe the setting, the events, and the entire situation. You can use these questions to guide you:
• What was the event?
• Where did it occur?
• When did it occur?
• What was your involvement during the event?
• What did other people do?
• What were the key observations you made?
• Analyze feelings and knowledge.  In the third step of the Atkins and Murphy model, you analyze your assumptions. Next, you must assess your knowledge as an active reflective practice participant. Record your mindset, perspective, or attitudes before the event transpired. You also have to explore the alternatives, where you explain what you would have done differently given the circumstance. To do this step better, ask yourself:
• What did you know already about the situation?
• What were your assumptions or beliefs about the situation?
• How did the reality reflect your assumptions?
• What were the differences?
• How would you react if something else happened?
• In what types of scenarios would the discomfort not occur?
• Evaluate the relevance of knowledge.  This step entails a personal assessment of how the knowledge of the previous step is relevant in explaining the problem. First, you must assess how the problem could be solved or averted. Next, you should identify different scenarios and potential behavior that should be adopted in similar situations. Ask yourself:
• How does it help to explain the situation?
• How did analyzing the different scenarios influence your thoughts?
• How complete was your use of knowledge?
• How can knowledge be useful next time?
• Identify any learning.  The model assumes you have identified learning based on the last four steps. In this step, you integrate emotions, situations, assumptions, lessons learned, and knowledge gained. Ask yourself:
• What have you learned?
• How can you apply what you have learned to future situations?

CARL Framework for Reflection

You can write your reflective essay using the CARL framework for reflection, which entails four steps:

• Describe and contextualize the experience so your readers understand where it occurred and what occurred.
• Explain the actions that you took when the issue occurred.
• Detailing what your actions led to. What happened after you took some action? What went right, and what went wrong?
• Identify and explain the experience and knowledge you have gained from experience. How will you apply the lessons learned in the future? Is the information valuable in your future practice? How and why?

The 5R Framework for Reflection

You can also select the 5R framework when writing your nursing reflection essay. The steps entail five stages that address each aspect of your reflective process. When you systematically go through the stages, you can reflect on an experience or encounter and report the knowledge gained.

1. Here, you describe the scenario or situation. Record your insights on the situation. You can ask yourself:

• What do you think is happening?
• What works well and what does not?
• How do you feel about the experience?
• What specific thing about the experience makes you feel how you are feeling?

2. In this step, you must relate your perceptions of the situation to your professional and personal experiences.Record your perspectives and point of view of the experience. Finalize by evaluating whether you must pursue professional development to gain knowledge to address the situation.

3. In this step, you have to relate to someone else's point of view and how it affects how you react to the situation. Also, check the policies, steps, and guidelines that support your approach and consider the different approaches you could have used. Finally, reflect on how you understand the issue and if other points of view would suffice.

4. Weigh in on what you learned, the knowledge you gained, and how it will affect your future practice.

Driscoll Reflective Model

The Driscoll model of reflection entails three questions whose answers drive the reflective process in nursing. The questions are:

These three stem questions are connected to stages of experience learning cycles and have trigger questions that one answers to complete the reflection cycle. John Driscoll developed the model in 1994, 2000, and 2007. Answering the three questions enables an individual to analyze and learn from experiences.

In  Step 1 (What? ), you must recall and objectively describe what happened in plain and simple terms. You don't have to engage in any criticism yet. Next, you provide the context of the event or experience. The trigger questions for this step include:

• What exactly took place?
• What did you do? Or what was your reaction?
• Was there anyone else involved? If yes, who?
• Was it a good or bad experience? Explain briefly

In S tep 2 (So What?),  you need to look for patterns of meaningful moments. Here, you undertake a structured reflection. Some of the guiding questions for the second step include:

• How did you feel during the event, encounter, or experience?
• What was your reaction and why?
• Did you feel the same about the situation then as you currently do?
• Do you think the past occurrences influence your experience during the situation?
• Did you experience conflicts with your personal values?
• Who else was involved? What was their role, and how did they feel? What was their reaction and why?

In  Step 3 (now what?),  you need to complete your structured reflection by noting what you have learned and how that will help you in future and in other contexts. You must demonstrate knowledge transfer.

Some of the questions to trigger this step include:

• What did you learn from reflecting on the incident, encounter, or experience?
• Could you have done things differently to avert the negative consequences? How?
• What would you do differently if the situation reoccurs in the future?
• What could you have done to prepare for the situation?
• Where did things go last time, and what is your focus going forward?

This reflective framework is straightforward. You can use it to reflect on your leadership experiences, ethics class, MSN, BSN, DNP program, NCLEX examination, etc.

Bass's Holistic Reflection Model

The Bass model of Holistic Reflection is a highly effective and structured model of reflection. It helps learners to delve deeper into their experiences and derive meaningful insights.

The main rationale of the Holistic Reflection Model is that learning is not just about acquiring knowledge. Rather, it also entails internalizing and understanding lessons from personal experiences. It is a model mainly grounded on transformative learning that can be achieved through reflection, critical reflection, and reflexivity. The model has six main phases, as discussed below:

• Self-awareness. Here, the learner is encouraged to maintain an open mind and capture emotions, thoughts, or responses during the experience. You should also identify the present state, including the current thoughts and feelings, as they can influence your perception of events.
•  Description. In the description phase, you (the learner) should offer a detailed factual description of the experience that you are reflecting on. Here, you should describe the experience you are reflecting on without analyzing it.
•  Reflection. Here, you should explore the thoughts, feelings, assumptions, and actions of others and self in greater depth and breadth. To develop a critical reflection, you should also examine the underpinning beliefs, assumptions, and values related to the experience. You should reflect on personal influence during the experience to get a deeper connection and engagement that enables you to make sense of the experience.
•  Influences. In this phase, you draw on diverse ways of knowing to explore the experience holistically. You should use your current level of knowledge and experience to explore what happened and what factors contributed to the outcome through diverse lenses. You can use Davis-Floy’s holistic paradigm or Carper’s Patterns of Knowing. As your knowledge grows, you develop a capacity for critical reflection.
•  Evaluation. In this phase, you should engage in evaluating the process. Your focus should be on objectively stepping back from the event and critically analyzing the aspects of the experience that went well or those that resulted in undesired/unexpected outcomes. The information you get can be used to anticipate strategies to do things differently in the future by applying a solutions-focused approach. As you reflect critically, you draw from multiple ways of knowing by questioning assumptions, analyzing power, pursuing emancipation, and maintaining a social focus. You are now ready to integrate your experience holistically into solving future occurrences through reflexivity.
• Learning . In phase six, you undergo transformational learning. You have to synthesize and integrate the evidence reviewed during the reflective process. You should identify what you have learned about yourself and others from your in-depth reflection on the experience. You should identify and record the changes in perspective and perceptions you underwent as you reflected on the situation/experience. This stage deals more with identifying how you translate what you have learned to practice so that you become a reflective practitioner.

You can read more about this model here: Bass, J, Fenwick, J., & Sidebotham, M. (2017). Development of a model of holistic reflection to facilitate transformative learning in student midwives.  Women and Birth ,  30 (3), 227-235. doi:10.1016/j.wombi.2017.02.010

Schon Reflective Model

Another critical framework for reflexive practice in nursing is the  Schön reflective model . The model was developed by Donald Schön, explaining how professionals can solve problems through reflection in action and reflection on action.

Reflecting in action means experiencing, thinking on your feet, thinking about what to do next, and acting immediately.

On the other hand, reflecting on action means thinking about something that has happened, thinking of what you would do differently next time it happens, and taking your time.

So, the model entails reflection during and after the event or experience. For example, if you are in a class, you might notice that you are distracted by thoughts of a weekend camping trip. Although you want to get the most out of the class session, you can only do so by finding a way to focus. You finally decide to take notes as your instructor teaches. This entire process is a reflection in action.

After the lecture, you notice that you cannot remember what was covered, so the most appropriate thing you do is to find the topic in advance, write questions you need answers and clarifications on, make notes during the lecture to maintain focus, arrange for a consultative meeting with the lecturer and talk to your peers about what was taught to help you form your opinions. You then file the notes and handouts. The second step is reflecting on the action.

Schon believes that professionals must think about their actions while at it, stressing that leaders should use their past experiences to address new conditions or scenarios.

Rolfe’s Reflective Model

Rolfe's reflective cycle is very similar to the Driscoll model of reflection. It is also based on three questions: What? So what? Now what?

The first step entails describing the event and defining your self-awareness. The second step of the Rolfe cycle analyzes the situation and evaluates the circumstances or issues being addressed. Finally, the last step entails a comprehensive synthesis of information and insights from the two steps so that you acknowledge learning and knowledge transfer in readiness for future occurrences of the same event.

Find out more about  Rolfe's reflective model ; an example includes (link to external website)

Brookfield's Reflective Model

Unlike other types of reflection models, Brookfield’s takes a different stance. It promotes the use of reflection in teaching. It proposes considering reflection from four different perspectives:

• Our standpoint (Autobiographies)
• Learners’ standpoint. (Students' eyes)
• That of our colleagues. (Colleagues’ experiences).
• Relationship to wider theory. (Theoretical lens)

Our Standpoint

This involves teachers looking at their own past life and current experiences and their reactions regarding them. This model calls for a thorough inventory and not just a re-assessment of the moment.

Learners’ Standpoint

When some insights might have been missed during self-reflection, Brookfield’s model calls for learners’ perspectives. It involves looking at learners' work, grades, and feedback to gain new insights. Other elements that might be considered include Survey and questionnaire data on the quality of teaching and classroom experience.

Colleagues’ Experiences

A further form of reflection involves going beyond the delf and learners' perspectives and looking at things from colleagues' or peers’ perspectives. Peers’ perspective can reveal a lot of things you might have missed, such as biases and assumptions in one’s teaching style.

Theoretical lens

This model calls for the need to consult literature to understand how to improve the quality of teaching and promote professional development.

Johns's Model of Reflection

This model emphasizes the importance of guided reflection. Johns's model of reflection was developed on the belief that reflection is essential in professional development and improving patient care. It consists of three main stages: description, reflection, influencing factors, what I could have done better, and action.

Description- In this stage, an individual goes into detail about the experience they are reflecting upon. It entails providing details such as what happened, who was involved, and any other relevant information that will provide context.

Reflection- this phase is about reflection itself. It involves asking questions to help you explore thoughts, feelings, and emotions about your experience. You must critically examine your actions, attitudes, assumptions, and other people’s perspectives to understand the situation more deeply.

Influencing factors- what factors led to the event occurring? Talk about factors that influenced your decision-making process, sources of the knowledge gained, and the sources you consulted.

What could I have done better- This is about identifying areas of improvement based on the particular experience.

Action- This last stage focuses on implementing the right actions for future improvement. It involves considering alternative approaches and developing strategies to address any new issues. Additionally, you also have to develop personal and professional development goals.

Tips for Choosing the Suitable Reflective Model or Framework

As you can see above, many reflective models are used for your reflective essay. We have not exhaustively listed and expounded on all of them. Other reflective models and frameworks you can also consider when writing a reflective essay in nursing include:

• Bouds Reflective Model
• The Johari window model

Note that most nursing instructors will often suggest the models they prefer for you to use in your essay. For example, in most nursing reflective essays. Whichever the case, readily available information expands on each model to make it easier to write a reflection essay on a specific aspect of nursing education or practice. Read the assignment rubric and instructions to understand the specific model. If it is unclear, ask for clarification from your instructor early enough.

Final Word on Models of Reflection in Nursing

Models of reflection in nursing are essential components of learning. They provide nurses with different approaches for analyzing and evaluating their experiences. These reflective practices not only enhance professional growth but also improve patient care. As a nursing student, it is important to understand and know how to apply the different models of reflection so that you can experience the key experiences that sparked your interest in nursing.

At NursingMyGrade.com , Our tutors can guide and help you understand these models. We also have a team of qualified writers who can help you tackle difficult nursing assignments. All you have to do is place an order , and we will get to work.

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Reflective practice in health care and how to reflect effectively

Kiron koshy.

a Brighton and Sussex University Hospital

Christopher Limb

b Western Sussex University Hospitals, Worthing

Buket Gundogan

c UCL Medical School, University College London, London

Katharine Whitehurst

d Royal Devon and Exeter Hospital, UK

Daniyal J. Jafree

Reflective practice is a paper requirement of your career progression in health care. However, if done properly, it can greatly improve your skills as a health care provider. This article provides some structure to reflective practice to allow a health care provider to engage more with reflective practice and get more out of the experience.

Introduction

Reflective practice is something most people first formally encounter at university. This may be reflecting on a patient case, or an elective, or other experience. However, what you may not have considered is that you have been subconsciously reflecting your whole life: thinking about and learning from past experiences to avoid things that did not work and to repeat things that did. For example after tasting a food you do not like, you remember that experience, think about it, and when you next see that same food you know to avoid it. In medicine it is one of the best approaches to convert theoretical knowledge into practice.

As you progress through medical school and into foundation years as a doctor it becomes even more common. It is now expected to provide evidence of your reflections through your training on the ePortfolio and then throughout the rest of your professional life in revalidation. Hence, it is a good idea to get it right from the beginning.

First and foremost the biggest mistake you can make when reflecting is to treat it as a tick box exercise and a waste of time. With a bit of thought reflections can be a very useful tool in learning. Would you remember a generic case from a book? Would hanging all of those facts on a patient you have met make it more memorable? It allows you to recognize your own strengths and weakness, and use this to guide on-going learning. By reflection you will develop your skills in self-directed learning, improve motivation, and improve the quality of care you are able to provide.

What to reflect on

This can be anything.

Most reflections are on things that go wrong. These situations stay in one’s head and force us to begin to think about whether they could have done anything differently. For example:

• Postoperative complications
• Missed diagnosis
• A dissatisfied patient
• Failed procedure

However, reflecting on things that went well can often be more rewarding and be just as useful. It can build confidence and help you to repeat it again on another occasion. For example:

• A well-managed cardiac arrest
• An interesting seminar or conference
• A patient thank you letter
• A difficult but well performed procedure

Stages of reflecting

There are numerous models for reflections, but it is important to understand why you are asking each question and how that will help you to reflect 1 . This an integration of many concepts but the broad process is similar in all models: what happened, why does this matter and what are the next steps? 2

What, where, and who—the situation

Think about the situation in detail: What happened exactly and in what order, where were you at the time and who else was involved? What part did you have to play? What was the final outcome?

How did it make you feel—your emotional state

What was running through your head and how did you feel about it? Be honest with yourself: were you afraid, confused, angry or scared? If you can understand how you were feeling at the time it will help you put together why things happened as they did, and help you to recognize similar situations in the future.

Why did it happen—making sense of the situation

Now you have thought about the situation in greater detail, and probably recognized things that would have otherwise gone unnoticed, think about why things happened as they did. How did the situation, yourself, and others interact at the time. Did the situation go well or was there room for improvement?

Could you have done anything differently—critical review and development of insight

With the help of hindsight how would you have managed the situation differently? Think about what factors you could have influenced: is there anything you could have tried that may have improved the situation, or is there anything you did that was particularly important in the situation? It is easy to remember the things that you did not do and it is often the things that you did well that are forgotten.

What will you do differently in the future—how will this change your practice

This is arguably the most important stage in reflecting. You need to pull together everything you have thought of before to learn, change your own practice, and improve 3 . Do not only think about what you would do differently in that specific situation, but think whether you have thought of any transferable knowledge or skills you can utilize elsewhere. For example: if you reflect on a postprocedural complication do not only think of how you would manage this again but also how you would prevent it happening if you performed the procedure yourself! If you are a part of a well-led cardiac arrest do not think only of what you would do next to help, but also how you would lead an arrest in the future, or even how you would lead a team in any other situation!

Re-enforcement—what happens when you put this into practice

Test your reflections: When comparable situations happen again, do things change as you would expect them to? This is a chance to repeat the reflective cycle to refine and develop your understanding.

How to make the best use of reflective practice

As mentioned previously most people see reflective practice as a tick box exercise, but it does not have to be.

Over the next day take note of any interesting situations that arise. Later in the day try mentally reflecting, following this framework, and if you think any will be particularly useful to you write them down. If you try this for a week you will begin to see similar situations arising and how your reflective practice is positively affecting you.

Remember: you do not always have to learn only from your own experience; learn from others’ mistakes as well. Reflect on situations that you have witnessed to work out why things happened as they did, and how this can influence you.

It can be useful to take these reflections for peer or senior review: others may be able to draw light on things you have not noticed. This can allow you to recognize points for improvement and work on them. This can also be a useful learning opportunity for the other involved!

An example to put this into practice

I was involved in a patient confrontation; the patient was unhappy with her hospital stay and wanted to be discharged home. Unfortunately she required a package of care and so could not be discharged. I explained this and she returned to her bed. I was happy I had explained everything to her and continued with my other jobs.

Who, what, and why

I was involved in a patient confrontation; an elderly patient was unhappy with hospital stay and wanted to be discharged home. She was under our general surgical team for a head injury and observation after a normal CT head. She had been seen on our ward round and told that she was medically fit for discharge but still awaiting social services: her house had been reviewed and deemed unsafe so she was waiting for banisters to be installed. The issue was raised with me by chance as I was doing other things on the ward. I explained this to her and although she remained annoyed I was able to make her understand what the delay was and she returned to her bedside. She did not seek further clarification that day.

How did it make you feel

At the time I felt rushed and frustrated. I had a lot of other work to be done and this was distracting from that. She had already been told she was waiting for social services in the morning. I understood why this was difficult for her but did not think I would be able to do anything to help.

Why did it happen

The morning ward round was quite rushed and so our explanation was limited to telling her we were waiting for social services. I can understand from her point of view this may have meant very little, and so my explanation of what exactly we were doing may have relieved some frustration. Having been waiting up to this point, it is no surprise she continued to be angry but may have been accepting of this plan.

Could you have done anything differently

I think my explanation was very good, and the patient seemed happy with this, although I did not give a rough idea of how long this would take. It may have been useful to have spoken to the sister in charge to ask for what progress had been made to feed back to the patient. Also I did not ask her whether she was happy with this explanation: I may have been able to satisfy her frustration further by answering a few more questions or even recognize any other issues at home that may need addressing before discharge. Although the information given in the ward round was correct, it was not understandable to the patient. If this had all been quickly clarified in the morning, the patient would have been happy throughout the day and not caused a problem later on.

What will you do differently in the future

I think that the route problem in this situation was our explanation on the morning ward round. Furthermore, I am not sure how long such issues take to be addressed. To avoid a similar situation in the future I will speak to the other health care professionals on the ward to get a round idea of how long occupational interventions such as this and other community interventions take to start. This means when future patients are medically fit I can spend a moment in the morning informing them of what needs to be done and how long it may take. Hopefully this will allow me to address patient concerns early to avoid them becoming an issue when it is too late.

Re-enforcement

I will reflect on how future situations similar to this develop, looking for an improvement in the quality of my patient care.

Following a structure helps to focus a reflection: I am sure you will agree the learning points are much clearer from a good reflection!

Conclusions

To summarize, the benefits of reflecting are clear: it may be difficult to do initially, but through practice you will develop your own skills and become a better learner. Many structures are available so choose one what works for you. Reflective practice is an important part of your career progression on paper, but if done well, can greatly improve your skills as a health care provider.

Conflict of interest statement

The authors declare that they have no financial conflict of interest with regard to the content of this report.

Sponsorships or competing interests that may be relevant to content are disclosed at the end of this article.

Published online 15 June 2017

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Essay: Reflection using Gibbs Reflective Cycle (nursing)

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I undertook a full assessment on a patient with a sacral pressure sore. The patient had limited mobility, dementia and does not speak. I completed the assessment using observation as a primary source. The care assistants were reluctant to engage with the nursing process rendering some specific measurements as ineffectual compromising the eventual Waterlow score. I conducted the assessment with my mentor and gave a logical explanation how I administered the wound and gave rationale for the dressings I chose. I spoke to the care assistant to reiterate my action plan as it was pivotal to a successful wound healing.

Initially I felt confident. I had observed pressure sores before and I had prior knowledge of dressings and pressure relief. When I discussed about the patient with the care assistant, I ensured we were outside the bedroom as it unprofessional to talk over a client. The health records were of poor quality and had not been updated. When I mentioned this, the carer’s attitude became abrupt and I began to get defensive and made an inconsequential remark, “It does not matter”, just to reengage the carer. This remark I regretted as it undermined my authority and I appeared amateurish. Care records are a legal working document in progress. Poor record keeping will be detrimental to a client’s recovery and must always be challenged. I felt overwhelmed and looked to my mentor to support me.

My role in the nursing process enabled me to evaluate the patient’s wound and give an accurate descriptive account to my mentor. I provided evidence that consolidated my evaluating skills and put my basic wound knowledge into practice, within a safe nurturing environment. I rushed the assessment and regretfully completed it away from the nursing home. I found this frustrating as I could not explore the holistic process in greater depth and it simply became a checklist without breadth to the other client’s needs; dementia and poor communication, which I acknowledged fleetingly.

Payne (2000) identifies that professional partnerships are at risk if a nurse has insufficient knowledge required to perform ethically, thus undermining their own authority. The care assistant knew I was a student nurse and treated me, not as a partner in care but as a learner. I failed to develop the partnership more and relied on my mentor too much when I conversed with the carer. I was looking for affirmation which was lacking within me. If I had communicated how significant the carer’s role was, this would have earned me more respect and empowered the carer. Crawford et al (2005) believe empowerment inspires the self determination of others, whilst Fowler et al (2007) identifies listening skills and the encouragement in the participation of care motivates nurses to actively support changes in patient care. Entwistle and Watt (2007) remind practitioners that participation requires communication skills that are not universally possessed so nurses must be flexible in their approach to champion the participation of others. Using these concepts I could have built a rapport with carers, praising them for the care they provide, promoting partnership in care whilst emphasising the importance of the care plan. I found it difficult to disengage from the patients many problems and only to focus on the wound. When choosing a suitable nursing framework, Roper et al (2000) describe care planning as a proposal of nursing intervention that notifies other nurses what to do and when. This model is used throughout the community and is thought to be a simplistic, easy to use everyday tool that enables nurses to identify actual and potential problems. Page (1995) had reservations about Roper, Logan and Tierney’s model, comparing it to a checklist which, if not used as the authors intended, can be restrictive in clinical practice as fundamental problems can be missed. I used some of Page’s model as a checklist and not as a holistic assessment due to time constraints, the patient’s profound dementia, poor record keeping and being a novice assessor; however I was directed by my mentor to focus on the wound alone. It could be argued that community nurses working within care homes only prioritise physical needs from adapted assessments, as the care home provides the patient’s psychosocial needs. I identified from the patient’s assessment she was at the end stage of the dependence continuum, but I still recognised the importance of holism when completing the package of care and I identified that the promotion of comfort was as important as healing. The main strength of my care plan was in identifying specific measurable outcomes exclusive to the client that were adaptable. I used evidence from reputable sources to identify suitable dressings to promote granulation and healing by sourcing up to date journals from the Cinahl and current trust policies. My weakness was relying on my mentor too much to confirm the evidence I collated on pressure care to the carer’s. Prioritising delegation and assertiveness as part of my learning needs I will now create an action plan that will ensure my future mentors will recognise the effort I extol to succeed in practice.

I conclude my implementation of the care plan was successful. The wound healed and the patient was discharged from the community case load. I demonstrated I can assess patients holistically, but require further practice when addressing client and carer concerns. To use nursing frameworks effectively nurses have to create an inclusive partnership with the client, family, professionals and care providers and demonstrate a broad knowledge of basic nursing care. Successful care plans are universal tools that empowerment others, giving them the direction to advocate safe holistic care based on evidence.

Action Plan

To encourage the participation of others I will become conversant in wound care. I will learn to identify the stages of healing by researching the biology of wound care. I will disseminate this to peers, as the sharing of knowledge is a fundamental part of holistic nursing care. As I develop from a supervised participant to a participant in care delivery I will continue to read research and reflect my practice on a daily basis. Creating new action plans that identify my learning requirements will address my limitations and by acknowledging them I will generate achievable goals to become a competent practitioner.

Reference List

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• Blackwell Publishing
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• Hampton, S. (2005) Death by Pressure Ulcer; being held to account when ulcers develop. Journal of Community Nursing. Vol.19, No.7, pp26-29
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• Herman, M., Bolton, L. (1996) the Influence of Dressings on the Cost of Wound Treatment. Dermatology Nursing [on-line]. Vol.8, No.2, pp-93-100. Available at http://gateway.uk/com/gw1/ovidweb.cgi [Accessed 17/07/07]
• Hess, C. (2005) Wound Care (5th Edition). Philadelphia: Lippincott, Williams and Wilkins
• Jones, M., SanMigule, L. (2006) Are wound dressings a clinical and cost effective alternative to the use of gauze. Journal of Wound Care. Vol.15, No.2, pp65-69
• Kaya, A., Turani, N., Akyuz, N. (2005) The effectiveness of hydrogel dressing compared with standard management of pressure ulcers. Journal of Wound Care. Vol.14, No.1, pp42-44
• Kingsley, A. (2002) Wound Healing and potential Therapeutic Options.Professional Nurse. Vol. 17, No.9, p539
• Land, L. (1995) A review of pressure damage prevention strategies. Journal of Advanced Nursing [on-line] Vol. 22, No.2, pp329-337. Available athttp://gateway.uk/com/gw1/ovidweb.cgi [Accessed 17/07/07]
• Moore, Z. (2004) Pressure Ulcer Prevention: nurses’ knowledge, attitudes and behaviour. Journal of Wound Care. Vol.13, No8, pp330-334
• Neander, K., Hesse, F. (2003) The protective effect of a new preparation on wound edges. Journal of Wound Care. Vol.12, No.3, pp369-371
• Nursing and Midwifery Council. (2004) Code of professional conduct. Standards for conduct, Performance and Ethics. London: NMC
• Page, M. (1995) Tailoring nursing models to clients’ needs using the Roper, Logan and Tierney model after discharge. Professional Nurse. Vol.10, No.5, pp284-288
• Payne, M. (2000) Teamwork in Multi Professional Care. Hampshire: Palgrave
• Rainey, J. (2002) Wound Care. A Handbook for Community Nurses.London: Whurr Publishers
• Roper, N., Logan, W., Tierney, A. (2000) The Roper, Logan, Tierney Model of Nursing. Edinburgh: Churchill Livingstone
• Russell, L. (2004) Patient repositioning revisited. Journal of Wound Care.Vol.13, No.8, pp328-329
• Selim, P., Bashford, C., Grossman, K. (2001) Evidenced based practice: water cleansing of leg ulcers in the community. Journal of Clinical Nursing [on-line] Vol. 10, No.3, pp372-379. Available athttp://gateway.uk/com/gw1/ovidweb.cgi [Accessed 17/07/07]
• Smith, L., Booth, N., Douglas, D., Robertson, W., walker, A., Durie, M., Fraser, A., Hillan, E., Swaffield, C. (1995) A critique of “at risk” pressure sore assessment tools. Journal of Clinical
• Nursing [on-line]. Vol.4, No.3, pp153-159
• Available at http://gateway2.uk.ovid.com/ovidweb.cgi [Accessed 10/08/04]
• Southern Derbyshire Health Community Wound Management Guidelines. (2005) Derbyshire Dales and South Derbyshire. NHS: Primary Care Trust
• Thomas, S. (1997) assessment and Management of Wound Exudate.Journal of Wound Care. Vol.6, No.7, pp327-330
• White, R., Cutting, K. (2003) Intervention to avoid maceration of the skin and wound bed. British Journal of Nursing. Vol.12, No.20, pp1186-1192
• Williams, C., Young, T. (1998) Myth and Reality in wound Care. Salisbury: Mark Allen Publishing Ltd
• Wright, K. (2005) Ensure Patients’ Wounds are Best Dressed. Nursing Management. Vol.36, No.11, pp49-50
• Zoellner, P., Kapp, H., Smola, H. (2007) Clinical Performance of a hydrogel dressing in chronic wounds: a prospective observational study. Journal of Wound Care. Vol.12, No.3, pp369-371

1. Client pen portrait. 2. Plan of care 3. Wound evaluation 4. Activities of Daily Living 5. Waterlow Pressure Score

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How to Write a Nursing Reflective Essay as a BSN Nursing Student

• Author Jermaine Huey
• Published November 29, 2023

Welcome to NursingWriters.net, your go-to resource for expert information and guidance on writing nursing essays. In this article, we will provide you, as a BSN nursing student , with a comprehensive guide on how to write a compelling nursing reflective essay. Reflective essays are a personal reflection on your experiences in the nursing profession, and we are here to help you navigate this writing challenge.

As a busy nursing student, we understand that you may have limited time to spare. That’s where NursingWriters.net comes in, empowering you to excel in your BSN program by providing expert guidance on different writing and comprehension challenges you may face. Let’s dive into the world of nursing reflective essays and discover how you can effectively express your thoughts and insights.

Key Takeaways:

• Reflective essays allow nursing students to reflect on their experiences and personal growth in the profession.
• A nursing reflective essay is different from a personal statement, focusing on self-reflection rather than academic achievements.
• Key elements to include in a nursing reflective essay are the inciting incident, personal reflections, vivid details, and actions taken.
• The introduction should grab the reader’s attention and provide a clear thesis statement.
• The body paragraphs should delve into the writer’s reflections and emotions with specific examples and anecdotes.

What Is a Reflective Essay in Nursing?

A reflective essay in nursing is a powerful tool that allows nursing students to analyze their experiences, emotions, and actions related to their nursing practice. It provides an opportunity for self-reflection, critical thinking, and personal growth. Reflective writing can help nurses develop a deeper understanding of their own practice, improve patient care, and enhance their professional development.

Reflective essays in nursing differ from personal statements in that they focus on specific experiences and their impact on the writer’s growth and development. These essays require the writer to critically reflect on their actions, emotions, and thoughts, and identify ways to improve their practice. By examining their experiences and applying reflective frameworks, nursing students can gain valuable insights into their strengths, weaknesses, and areas for growth.

When writing a reflective essay in nursing , it is important to follow a structured approach. This includes describing the incident or experience, analyzing personal thoughts and feelings, exploring the actions taken, and reflecting on the outcomes and implications. By structuring the essay effectively, nursing students can communicate their reflections in a clear and organized manner.

Key Elements to Include in a Nursing Reflective Essay

When writing a nursing reflective essay, it is important to include key elements that will make your essay comprehensive and impactful. These elements will help you convey your thoughts and experiences clearly, allowing the reader to gain a deeper understanding of your reflections on nursing practice.

Inciting Incident or Event

The first key element to include in your nursing reflective essay is the inciting incident or event. This is the moment or experience that triggered your reflection and made a significant impact on your practice. It could be a challenging patient encounter, an ethical dilemma, or a personal realization. By describing this event in detail, you set the stage for your reflective journey.

Personal Reflections

Your nursing reflective essay should also include personal reflections on the experience. This is where you delve into your thoughts, feelings, and emotions related to the inciting incident. Reflect on how the event made you feel, what you learned from it, and how it has influenced your growth as a nursing professional. Be honest and vulnerable in your reflections, as this will allow the reader to connect with your experience on a deeper level.

Vivid Setting and Descriptive Details

To create a vivid and engaging narrative, include specific details that paint a picture of the setting and the people involved. Describe the physical environment, the interactions between healthcare professionals and patients, and any other relevant details that contribute to the overall context of the experience. This will help the reader visualize the situation and understand the complexities of the event.

Actions Taken

Finally, it is important to describe the actions you took in response to the inciting incident. Discuss how you applied your nursing knowledge and skills to address the challenges or opportunities presented by the event. Reflect on the effectiveness of your actions and whether there were any areas for improvement. This demonstrates your ability to critically analyze your own practice and make informed decisions.

By including these key elements in your nursing reflective essay, you can create a comprehensive and impactful piece of writing that showcases your growth and development as a nursing professional.

How to Write the Introduction of a Nursing Reflective Essay

The introduction of a nursing reflective essay plays a crucial role in capturing the reader’s attention and setting the tone for the entire essay. It should provide a concise overview of the main points that will be discussed and create a sense of curiosity and engagement. Here are some tips to help you write an effective introduction for your nursing reflective essay:

• Start with an intriguing opening line: Begin your introduction with a captivating statement or anecdote that relates to the topic of your essay. This will grab the reader’s attention and make them eager to continue reading.
• Provide context and background information: Give a brief overview of the event or experience that you will be reflecting on in your essay. This will help the reader understand the context and significance of your reflections.
• Present a clear thesis statement: Your thesis statement should clearly state the main purpose of your essay and the specific points or themes that you will be exploring. This will give the reader a preview of what to expect in the body of the essay.

By following these tips, you can craft an introduction that captivates the reader and sets the stage for a compelling nursing reflective essay.

“As I walked into the busy hospital ward on my first day of clinical rotation, I couldn’t help but feel a mix of excitement and nervousness. Little did I know that this experience would become a pivotal moment in my nursing journey, shaping my understanding of empathy, communication, and patient-centered care. In this reflective essay, I will delve into the details of this encounter and explore the personal and professional growth that resulted from it.”

With an attention-grabbing opening, providing context, and presenting a clear thesis statement, your introduction will set the stage for a compelling nursing reflective essay that captures the reader’s attention and lays the foundation for your reflections.

Nursing Reflection Essay Tips and Examples

Writing a nursing reflective essay requires careful consideration and thoughtful analysis. Here are some tips to help you craft an impactful and meaningful reflection essay as a BSN nursing student . Additionally, we will provide examples to illustrate how these tips can be applied.

Tips for Writing a Nursing Reflection Essay:

• Start by choosing a specific experience or event that had a significant impact on your nursing practice. This could be a challenging patient encounter, a critical incident, or a personal realization that transformed your perspective.
• Reflect on the experience and consider how it affected your emotions, thoughts, and actions. What did you learn from the experience? How has it shaped your growth as a nursing professional?
• Focus on the key aspects of the experience that were particularly impactful or meaningful to you. Avoid including unnecessary details or deviating from the main message of your reflection.
• Use specific examples, anecdotes, or patient scenarios to support your reflections. This will make your essay more engaging and relatable to the reader.
• Consider the ethical implications of the experience and reflect on how it has influenced your approach to patient care and decision-making.
• End your essay with a reflection on the implications of your learning for future nursing practice. How will you apply the lessons learned to provide better care and improve patient outcomes?

Now, let’s take a look at two examples of nursing reflective essays to further illustrate these tips:

“During my clinical rotation in the Intensive Care Unit (ICU), I encountered a complex patient case that challenged my critical thinking skills and decision-making abilities. The patient was a middle-aged woman who had undergone a complicated surgery and experienced numerous post-operative complications. This experience taught me the importance of collaboration within the healthcare team and the significance of advocating for the patient’s best interests…”

“One of the most significant experiences during my nursing education was my time spent in the pediatric oncology unit. Witnessing the resilience and bravery of children facing life-threatening illnesses had a profound impact on my perspective as a nurse. It taught me the importance of providing holistic care, not only addressing physical needs but also supporting emotional well-being and promoting a positive environment for healing…”

These examples demonstrate how personal reflections, specific details, and professional insights can be incorporated to create a compelling nursing reflective essay. Remember to structure your essay in a clear and organized manner, ensuring that your reflections flow logically and coherently.

By following these tips and utilizing examples, you can create a compelling nursing reflective essay that showcases your growth and development as a nursing professional.

How to Conclude a Nursing Reflective Essay

The conclusion of a nursing reflective essay serves as the final reflection on the writer’s growth and learning from the experience. It is an essential part of the essay that summarizes the main points discussed and leaves a lasting impression on the reader. The reflective essay conclusion should bring closure to the essay by restating the thesis statement and highlighting the key takeaways from the essay.

To write a strong and impactful conclusion, start by restating the thesis statement in a clear and concise manner. This reminds the reader of the main focus of the essay and reinforces its significance. Next, summarize the key points discussed in the body paragraphs, highlighting the most important insights and reflections. This helps to reinforce the main ideas and ensures that they are not overlooked in the final reflection.

In addition to summarizing the main points, a thought-provoking statement or future outlook can be included to provide a sense of closure and leave the reader with something to ponder. This can be a reflection on how the experience has influenced the writer’s future practice or a call to action for continued personal and professional growth. By ending the essay on a strong and meaningful note, the conclusion enhances the overall impact of the nursing reflective essay.

A well-crafted conclusion is essential for a nursing reflective essay as it reinforces the main ideas, leaves a lasting impression on the reader, and provides a sense of closure. By following these tips, nursing students can create a powerful and impactful conclusion that enhances the overall effectiveness of their reflective essays.

Tips for Writing a Nursing Reflective Essay

Writing a nursing reflective essay can be a challenging task, but with the right approach, it can also be a rewarding experience. Here are some helpful tips and strategies to guide nursing students in their essay writing process:

• Start early: Give yourself plenty of time to brainstorm ideas, reflect on your experiences, and write and revise your essay. Starting early will help you avoid last-minute stress and allow for a more thoughtful and polished essay.
• Conduct thorough self-reflection: Before you begin writing, take the time to reflect on your experiences and emotions related to your nursing practice. Consider how these experiences have shaped your growth and development as a nurse, and what lessons you have learned along the way.
• Organize your thoughts and ideas: Create an outline or a rough structure for your essay to ensure a logical flow of ideas. Group similar thoughts and reflections together to create cohesive paragraphs, and use headings or subheadings to further organize your essay.
• Seek feedback: Share your essay with trusted peers or instructors and ask for their feedback. They can offer valuable insights, provide constructive criticism, and help you refine your essay to make it stronger and more impactful.

Additionally, it is important to pay attention to the technical aspects of your essay:

• Grammar and spelling: Proofread your essay carefully to ensure it is free of any grammatical or spelling errors. Use grammar and spell-check tools, and consider asking someone else to review your essay for a fresh perspective.
• Coherent writing style: Use clear and concise language to convey your thoughts and reflections. Avoid excessive jargon or technical terms, and focus on communicating your ideas effectively.
• Formatting guidelines: Follow any formatting guidelines provided by your instructor or institution. Pay attention to font style, size, spacing, and citation style if required.

By following these tips and strategies, nursing students can approach their reflective essay writing with confidence and produce compelling and insightful essays that showcase their growth and development in the nursing profession.

Reflective Tools and Models for Nursing Reflective Essays

Reflective tools and models can provide structure and guidance for nursing students when writing reflective essays. These tools help organize thoughts and experiences, allowing for a more comprehensive and meaningful reflection. By utilizing reflection models , nursing students can enhance their reflective writing skills and deepen their understanding of their own growth and development as healthcare professionals.

Gibbs’ Reflective Model

“Reflective practice is both an art and a science that requires ongoing commitment and practice.” – Gibbs

Gibbs’ Reflective Model is a widely used reflection framework in nursing. It consists of six stages: description, feelings, evaluation, analysis, conclusion, and action plan. This model encourages a structured approach to reflection, allowing the writer to systematically explore their thoughts and emotions, analyze the situation, and identify areas for improvement or further development.

Dewey’s Reflective Thinking Model

“We do not learn from experience, we learn from reflecting on experience.” – Dewey

Dewey’s Reflective Thinking Model focuses on the importance of reflection as a tool for learning and growth. It emphasizes the need to actively engage with experiences, thoughts, and emotions, and to critically evaluate them in order to gain deeper insights and understanding. This model encourages nursing students to think analytically and develop a continuous learning mindset.

Kolb Reflective Model

“Knowledge results from the combination of grasping experience and transforming it.” – Kolb

The Kolb Reflective Model is based on the concept of experiential learning. It consists of four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. This model encourages nursing students to engage in a cyclical process of learning, where they actively participate in experiences, reflect on them, conceptualize their insights, and apply their learning in real-life situations.

Schön Reflective Model

“Reflection-in-action is the heart of the learning process.” – Schön

Schön Reflective Model emphasizes the importance of reflection in the midst of action. It focuses on the ability to think and adapt in real-time, making decisions based on professional knowledge and experiences. This model encourages nursing students to develop a reflective mindset that allows them to learn and grow while actively engaging in their practice.

Benefits of Reflective Writing in Nursing

Reflective writing plays a crucial role in nursing practice, offering numerous benefits for nursing students and professionals alike. By engaging in reflective writing, nurses can enhance their self-awareness, develop their critical thinking skills, and gain a deeper understanding of patient experiences. This section will explore the advantages of reflective writing in nursing and its significance in healthcare.

Enhanced Self-Awareness

Reflective writing fosters self-reflection, allowing nurses to examine their thoughts, emotions, and actions in various clinical situations. Through this process, they gain a deeper understanding of their strengths, weaknesses, and areas for improvement. This heightened self-awareness enables nurses to provide more effective and compassionate patient care, fostering a patient-centered approach.

Improved Critical Thinking

Reflective writing encourages nurses to think critically about their experiences and the impact of their actions. It requires them to analyze and evaluate the effectiveness of their decision-making and problem-solving skills. By reflecting on past experiences, nurses can identify areas where they can enhance their clinical practice and make informed decisions based on evidence and best practices.

Increased Empathy and Understanding

Through reflective writing, nurses develop a deeper empathy and understanding of patient experiences. By reflecting on their interactions with patients, nurses can recognize the emotions, fears, and challenges faced by individuals in their care. This increased empathy enables nurses to provide more holistic and patient-centered care, improving the overall healthcare experience for patients.

Continuous Professional Development

Reflective writing is an essential tool for nurses’ continuous professional development. It allows them to document their growth, learning, and achievements throughout their nursing career. By regularly engaging in reflective writing, nurses can identify areas for further development, set goals for improvement, and ensure they are providing the best possible care to their patients.

Overall, reflective writing in nursing is a powerful tool that empowers nurses to enhance their self-awareness, critical thinking skills, and empathy. By engaging in this practice, nurses can continuously improve their clinical practice, provide high-quality patient care, and contribute to the ongoing development of the nursing profession.

Nursing Reflective Essay Examples

Looking for inspiration for your nursing reflective essay? Here are some examples that showcase different experiences, reflections, and growth in the nursing profession.

These examples demonstrate how nursing reflective essays can provide valuable insights into personal experiences, reflections, and professional growth. They serve as excellent references to help nursing students develop their own reflective writing skills and gain a deeper understanding of the nursing profession.

Writing a Nursing Reflective Essay for Nursing School Application

A nursing reflective essay can be a powerful tool for nursing school applications. It allows applicants to showcase their self-awareness, critical thinking skills, and passion for the nursing profession. When writing a nursing reflective essay for a nursing school application, there are a few key tips to keep in mind.

Reflect on your passion for nursing

Start by reflecting on what drew you to the nursing profession and why you are passionate about it. Consider your personal experiences, such as volunteering or shadowing healthcare professionals, and how they have shaped your desire to become a nurse. Highlight your commitment to providing compassionate and quality patient care.

Share personal experiences in healthcare settings

Provide specific examples of your experiences in healthcare settings, such as clinical rotations or internships. Reflect on the challenges you faced, the lessons you learned, and how those experiences have impacted your growth and development as a future nurse. Discuss any significant interactions with patients, healthcare teams, or mentors that have shaped your understanding of the nursing profession.

Align with the nursing school’s values and mission

Research the nursing school’s values, mission, and educational philosophy. Ensure that your reflective essay aligns with these principles and demonstrates your commitment to the school’s mission. Use the nursing school’s prompts or essay questions as a guide to structure your essay and address the specific criteria they are looking for in applicants.

By following these tips, you can write a compelling nursing reflective essay that effectively conveys your passion for nursing, showcases your experiences, and aligns with the nursing school’s values. Remember to proofread your essay carefully for grammar and spelling errors and seek feedback from mentors or trusted individuals in the nursing profession to ensure your essay is clear, concise, and impactful.

(Table) Tips for Writing a Nursing Reflective Essay for Nursing School Application

Writing a nursing reflective essay can be a transformative experience for BSN nursing students. It allows them to gain valuable insight into their own growth and development as future healthcare professionals. Throughout this comprehensive guide, we have provided expert information and guidance on how to write a compelling nursing reflective essay.

By understanding the purpose of a reflective essay and the key elements to include, nursing students can effectively showcase their personal experiences and reflections. Incorporating reflection models such as Gibbs’ Reflective Model or Kolb Reflective Model can also provide structure and depth to their essays.

At NursingWriters.net, we are dedicated to empowering busy nurses and providing them with the tools they need to excel in their BSN programs. Whether it’s writing a reflective essay or any other writing challenge, we are here to support and guide nursing students towards success.

What is a nursing reflective essay?

A nursing reflective essay is a personal essay where the writer reflects on their own experiences and how those experiences have shaped their growth and development in the nursing profession.

How is a reflective essay in nursing different from a personal statement?

While a reflective essay in nursing focuses on the writer’s personal experiences and reflections, a personal statement is more of a formal document that highlights the writer’s qualifications, achievements, and future goals in the nursing profession.

What are the key elements to include in a nursing reflective essay?

The key elements to include in a nursing reflective essay are the inciting incident or event, personal reflections on the experience, specific details to create a vivid setting, and a description of the actions taken by the writer. It is important to avoid including academic details and excessive focus on emotions.

How should I write the introduction of a nursing reflective essay?

To write an engaging and informative introduction for a nursing reflective essay, you can grab the reader’s attention with an intriguing opening line, provide context and background information, and present a clear thesis statement. Focus on the specific event or experience that will be the main focus of the essay.

How should I structure the body paragraphs of a nursing reflective essay?

The body paragraphs of a nursing reflective essay should have a clear structure. Use the first paragraph to present the thesis statement and provide background information on the event. Use subsequent paragraphs to explore your reflections, emotions, and actions taken. Use specific examples and anecdotes to make the essay more engaging.

How should I conclude a nursing reflective essay?

To write a strong conclusion for a nursing reflective essay, you can summarize the main points discussed in the essay, provide a final reflection on your growth and learning from the experience, restate the thesis statement, and leave the reader with a thought-provoking statement or future outlook.

What are some tips for writing a nursing reflective essay?

Some tips for writing a nursing reflective essay include starting early, conducting thorough self-reflection, organizing your thoughts and ideas, and seeking feedback from peers or instructors. Pay attention to proper grammar and spelling, coherent writing style, and adhere to any formatting guidelines provided.

How can reflective tools and models help with nursing reflective essays?

Reflective tools and models provide structure and guidance for nursing students when writing reflective essays. Models such as Gibbs’ Reflective Model, Dewey’s Reflective Thinking Model, Kolb Reflective Model, and Schön Reflective Model can be used as frameworks for organizing thoughts and experiences in a nursing reflective essay.

What are the benefits of reflective writing in nursing?

Reflective writing in nursing offers benefits such as enhanced self-awareness, improved critical thinking skills, increased empathy and understanding of patient experiences, and continuous professional development. It promotes lifelong learning and helps improve patient care.

Where can I find nursing reflective essay examples?

You can find nursing reflective essay examples that showcase different experiences, reflections, and growth. These examples incorporate personal reflections, specific details, and professional insights into nursing practice. They demonstrate the diversity of topics and experiences that can be explored in nursing reflective essays.

How can I write a nursing reflective essay for nursing school applications?

To write a nursing reflective essay for nursing school applications, reflect on your passion for nursing, personal experiences in healthcare settings, and future goals in the nursing profession. Address specific prompts and align the content with the nursing school’s values and mission.

How can writing a nursing reflective essay benefit BSN nursing students?

Writing a nursing reflective essay allows BSN nursing students to gain insight into their own growth and development as future healthcare professionals. It helps improve critical thinking skills, self-awareness, and understanding of patient experiences. It also promotes continuous professional development.

Jermaine Huey

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Gibb’s Reflective Cycle in Nursing Leadership Essay

Introduction.

In the healthcare setting, nursing leadership plays a critical role in influencing the overall health outcome. The activities involved in patient care are repetitive and tiresome, which sometimes makes nurses exhausted and unable to deliver the best quality services. In such conditions, they require a nurse manager able to inspire and motivate them to work towards achieving the objectives set. To ensure all the processes run effectively in the organization, the leader must reflect on the various encounters to improve the aspect of decision-making and management. By relying on Gibb’s Reflective Cycle, the nurse manager will have the ability to effectively scrutinize experience and establish a proper action plan necessary for better service delivery.

Description

One night at around 11 pm, when I was at home relaxing, I received a phone call from a nurse who was part of the night shift team informing me that other providers refused to attend to the patients. I had already planned the schedule and assigned each of the practitioners their roles (Tawanwongsri & Phenwan, 2019). I was forced to report and assess the situation at the hospital immediately. Several patients did not receive their routine medication, and I had to give it to them despite lateness.

I felt scared knowing how missing medication could worsen the condition of patients. Before I left the healthcare facility, I was confident knowing that I had arranged the night shift program for the providers on duty. The nurse who reported was confused and overwhelmed with duties during the situation. The scenario made the majority of the patients feel that care services were not properly given. During the phone call, I thought most sick individuals would be reactive due to poor services. Later I asked the nurses why they did not attend to the patients, and they said they were tired.

The occurrence made some of the patients change their medication to enable them to reverse the condition. The incident made me understand the value of motivation to staff workers and how it affects their performance (Markkanen et al., 2020). When I arrived, I found the active nurse had given the majority of patients their evening doses. As the nurse manager, I convinced and promised the providers to go slow and better working conditions to improve their participation.

Work burnout is a serious issue in the healthcare setting, and it is upon management to formulate effective ways to manage it. Without proper motivation, providers are more likely to become unresponsive (Dall’Ora et al., 2020). From the incident, I realized that it is important to cater to the well-being of nurses to keep them inspired. Nurse leaders should always be within the facility to intervene immediately in case of such situations.

If I had acted before to motivate the nurses either through a balanced work schedule or other benefits, the incident would not have occurred. It is now clear to me that I failed to act on my capacity to create proper working conditions to prevent work stress that limits providers’ participation. I have realized that as a leader, I must support and ensure nurses’ needs are met to enable them to remain active and ready to work.

Based on the incident, I will ensure to motivate and engage staff members by inquiring about the challenges they are facing that might hinder their service delivery. Such involvement will allow me to prevent the occurrence of such situation that risks the lives of patients. I will further establish a proper routine so professionals have adequate time to relax and refresh their minds to lower issues of burnout.

Dall’Ora, C., Ball, J., Reinius, M., & Griffiths, P. (2020). Burnout in nursing: A theoretical review . Human resources for health , 18 (1), 1-17. Web.

Markkanen, P., Välimäki, M., Anttila, M., & Kuuskorpi, M. (2020). A reflective cycle: Understanding challenging situations in a school setting . Educational Research , 62 (1), 46-62. Web.

Tawanwongsri, W., & Phenwan, T. (2019). Reflective and feedback performances on Thai medical students’ patient history-taking skills . BMC medical education , 19 (1), 1-8. Web.

• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2024, March 11). Gibb’s Reflective Cycle in Nursing Leadership. https://ivypanda.com/essays/gibbs-reflective-cycle-in-nursing-leadership/

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IvyPanda . 2024. "Gibb’s Reflective Cycle in Nursing Leadership." March 11, 2024. https://ivypanda.com/essays/gibbs-reflective-cycle-in-nursing-leadership/.

1. IvyPanda . "Gibb’s Reflective Cycle in Nursing Leadership." March 11, 2024. https://ivypanda.com/essays/gibbs-reflective-cycle-in-nursing-leadership/.

Bibliography

IvyPanda . "Gibb’s Reflective Cycle in Nursing Leadership." March 11, 2024. https://ivypanda.com/essays/gibbs-reflective-cycle-in-nursing-leadership/.

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