gibbs reflective cycle stages

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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.

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Article • 5 min read

Gibbs' Reflective Cycle

Helping people learn from experience.

By the Mind Tools Content Team

Many people find that they learn best from experience.

However, if they don't reflect on their experience, and if they don't consciously think about how they could do better next time, it's hard for them to learn anything at all.

This is where Gibbs' Reflective Cycle is useful. You can use it to help your people make sense of situations at work, so that they can understand what they did well and what they could do better in the future.

What Is Gibbs' Reflective Cycle?

Professor Graham Gibbs published his Reflective Cycle in his 1988 book " Learning by Doing ." It's particularly useful for helping people learn from situations that they experience regularly, especially when these don't go well.

Gibbs' cycle is shown below.

Figure 1 – Gibbs' Reflective Cycle

From "Learning by Doing" by Graham Gibbs. Published by Oxford Polytechnic, 1988.

Gibbs' original model had six stages. The stage we haven't covered here is "Analysis" – we've included this as part of the Evaluation stage.

Using the Model

You can use the model to explore a situation yourself, or you can use it with someone you're coaching – we look at coaching use in this article, but you can apply the same approach when you're on your own.

To structure a coaching session using Gibbs' Cycle, choose a situation to analyze and then work through the steps below.

Step 1: Description

First, ask the person you're coaching to describe the situation in detail. At this stage, you simply want to know what happened – you'll draw conclusions later.

Consider asking questions like these to help them describe the situation:

• When and where did this happen?
• Why were you there?
• Who else was there?
• What happened?
• What did you do?
• What did other people do?
• What was the result of this situation?

Step 2: Feelings

Next, encourage them to talk about what they thought and felt during the experience. At this stage, avoid commenting on their emotions.

Use questions like these to guide the discussion:

• What did you feel before this situation took place?
• What did you feel while this situation took place?
• What do you think other people felt during this situation?
• What did you feel after the situation?
• What do you think about the situation now?
• What do you think other people feel about the situation now?

It might be difficult for some people to talk honestly about their feelings. Use Empathic Listening at this stage to connect with them emotionally, and to try to see things from their point of view.

You can use the Perceptual Positions technique to help this person see the situation from other people's perspectives.

Step 3: Evaluation

Now you need to encourage the person you're coaching to look objectively at what approaches worked, and which ones didn't.

• What was positive about this situation?
• What was negative?
• What went well?
• What didn't go so well?
• What did you and other people do to contribute to the situation (either positively or negatively)?

If appropriate, use a technique such as the 5 Whys to help your team member uncover the root cause of the issue.

Step 4: Conclusions

Once you've evaluated the situation, you can help your team member draw conclusions about what happened.

Encourage them to think about the situation again, using the information that you've collected so far. Then ask questions like these:

• How could this have been a more positive experience for everyone involved?
• If you were faced with the same situation again, what would you do differently?
• What skills do you need to develop, so that you can handle this type of situation better?

Step 5: Action

You should now have some possible actions that your team member can take to deal with similar situations more effectively in the future.

In this last stage, you need to come up with a plan so that they can make these changes.

Once you've identified the areas they'll work on, get them to commit to taking action, and agree a date on which you will both review progress.

Frequently Asked Questions About Gibbs' Reflective Cycle

What is purpose of Gibbs' Reflective Cycle?

The reflective cycle is a way to better learn from experience. It can be used to help people learn from mistakes, to make sense of situations, and analyse and refelct on their reactions to different situations.

What are the six stages of reflection?

The stages of Gibbs' Reflective Cycle are the following: descrition, feelings, evaluation, conclusion, and action. In the original model Gibbs included a sixth stage, analysis, which we've included in the evaluation stage.

What is the difference between Gibbs and Kolb's reflective cycles?

David Kolb's cycle has only four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Kolb's model is more about explaining the concept of what he calls "experiential learning" – whereas Gibbs' cycle is an attempt to provide a practical method for learning from experience.

This tool is structured as a cycle, reflecting an ongoing coaching relationship. Whether you use it this way depends on the situation and your relationship with the person being coached.

Graham Gibbs published his Reflective Cycle in 1988. There are five stages in the cycle:

• Description.
• Evaluation.
• Conclusions.

You can use it to help team members think about how they deal with situations, so that they can understand what they did wel and where they need to improve.

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• Learn From Your Past Experience with Gibb’s Reflective Cycle
• Exploring Different Types of Reflection Models with Examples

You must have heard about Gibbs' reflective cycle. It is a widely prominent reflective cycle that helps individuals to work through past experiences and improve future practices. Gibbs' The reflective cycle was developed by Graham Gibbs in 1988 with the main aim of structuring individual learnings from past experiences (Markkanen et al., 2020). Effective utilization of this cycle offers a wide opportunity to examine past experiences and improve future actions.

Table of Contents

Six stages of gibbs' reflective cycle.

• Example of Gibbs' reflective cycle

Hence, the efficacious use of Gibbs' reflective cycle helps individuals to learn from past experiences that went well as well as past experiences that did not. The 6 stages of Gibbs' cycle include description, feelings, evaluation, analysis, conclusion, and action plan (Smith & Roberts, 2015).

For each step of this framework, you can work on a set of helpful questions given below to properly reflect on your past experiences and situations.

Stage 1: Description

The first step in Gibbs' reflective cycle is a description where you get an opportunity to properly describe a situation based on your experience. The following questions can assist you in describing your experience are

• What happened? In this, you will explain the factual information about the experience you want to reflect upon.
• Why did it happen? In this, you will underline the main reason behind the occurrence of the event.
• What did you do? While answering this question, you will highlight all the actions taken by you.
• Who was present? In this, you will highlight all the people that were present during the event.
• What were the major outcomes? In this, you will underline the results of the actions that were taken by you.

Using these questions, you will provide complete background information about an incident as well as a factual description of the event you want to reflect upon.

Stage 2: Feelings

The second step in Gibbs’ reflective cycle is an analysis of your feelings where you can describe your thoughts as well as feelings in detail to reflect on the corresponding experience of your feelings. You can reflect on this phase on the basis of a few assisting questions given below:

• What did you feel? In this section, you will highlight your feelings during the experience.
• Why did you feel this way? You will highlight the major reasons behind feeling the way you were feeling.
• How did other external factors influence your feelings? In this section, you will underline the positive or negative influence of other external factors such as the environment, and other involved people on your feelings.
• How did other internal factors influence your feelings? In this section, you will highlight the influence of various internal factors such as mindset, attitude, and physical or mental health.

These questions will help you to describe your feelings and the way in detail and will also assist in making the reader understand your emotional aspect from the incident you are reflecting upon.

Stage 3: Evaluation

In the evaluation phase, you get a chance to properly evaluate what worked well and what didn't work well. This phase includes the evaluation of experiences from both good as well as bad points, allowing you to mentally create a report of the experience. Below given are the questions that can be answered in this phase

• What worked well? In this, you will highlight the positive outcomes of your actions throughout the experience.
• What didn't work well? This will highlight all the negative outcomes of your actions taken by you throughout the experience.
• What did you contribute? Through this question, you will highlight your contribution to the whole experience.
• What did others contribute? While answering this question, you will highlight the actions of others that were involved in the situation.
• What was missing? In this, you will highlight the actions that were missing in the experience as per your opinion.

Based on these questions, you can honestly and objectively evaluate the past situation which will also help you in setting a base for future actions.

Stage 4: Analysis

In an analysis phase, you can make sense of a whole situation and determine the exact meaning of a situation along with the reasons for its success or failure. Some helpful questions for the analysis phase of Gibbs’ reflective cycle include

• Why did things not work well? In this, you will point out the reason as per your knowledge that contributed to the failures of your actions in your experience.
• Why did things go well? Through this section, you will highlight the reasons behind the success of your actions.
• What is the exact meaning that we can drive from a situation? While answering this question, you will highlight the overall analysis of the situation.

Based on the analysis, you can get a clear picture of the situation and ensure that every aspect of the situation is covered and understood meticulously.

Stage 5: Conclusion

After a proper situation analysis, you can also conclude the whole situation by reflecting on your learnings. In this phase, you can highlight changes that you need to make to your actions while dealing with future situations. In this phase, a list of questions includes

• What did you learn? In this, you will highlight all of your main learnings of the situation.
• What skills do you need to gain to handle situations more effectively? Through this, you will highlight the requirements of the skills for handling the situation better in the future.
• What else could you have done to deal with situations differently? In this, you will highlight the alternative actions that you could have taken to respond to the same situation in a different manner.

After the analysis, in the conclusion phase, using the above questions, you will clearly outline your learnings and the skills gained through the experience.

Stage 6: Action plan

In the action plan stage in Gibbs’ reflective cycle, you can plan to deal with future situations. It is an important phase of this reflective cycle as this phase helps to determine ways to deal with similar situations in the future and actions that you need to take to improve your ability to deal with various situations. Some questions that can be considered in this stage include

• How will you deal with this situation more effectively in the future? In this, you will highlight the actions that you have thought of that will help you in dealing with a similar situation differently in the future.
• How will you develop your skills and abilities to deal with similar situations? In this situation, you will highlight the methods in which you will develop the skills for dealing with situations more effectively.

After understanding the cycle, let us now take an example of reflective practice in health education to reflect on the learning situation using Gibbs’ reflective cycle.

Gibbs’ reflective cycle example in health education

Case assessment - This reflective example will highlight the experience of students in a group task of completing a health project. In this, a student will reflect upon a group task assigned to students during their MSc in health practice.

While doing my MSc in health practice, I was required to engage in various group work assignments and during a certain group work task, my team members decided to divide tasks among group members. All team members encouraged me to divide the tasks among the team. I divided tasks among team members according to their knowledge regarding various healthcare practices to ensure that all tasks are completed within a set deadline. All team members encouraged me to divide the tasks among the team. I divided tasks among team members according to their knowledge regarding various healthcare practices to ensure that all tasks are completed within a set deadline. However, I failed to consider the risk of various contingencies in completing projects and the same occurred when one of our team members was hospitalized due to some health emergency which resulted in a lack of task completion assigned to that team member. My whole team was present when I got a call from the injured team member about the accident that occurred to him. This then resulted in an increased burden to complete tasks among team members and failure to complete a task on time.

Before beginning the health project, I was very confident regarding my team management capabilities. I felt that our team will be able to complete assigned tasks on time due to my strong knowledge and abilities. I was already feeling very guilty that our project got delayed because of my lack of planning but the external factors made me feel even worse. Other than that, I felt like it was my overconfidence that made me feel more guilty because things did not work as planned.

During the group health project, a thing that worked well was the effort of team members to complete work within the extended deadline was cooperation as well as motivation among all team members. However, I believe that the hospitalization of one team member resulted in a lack of task completion on time. I felt that contingency planning is one most important requirement in a team project which was missing in this project. Thus, I believe that I am also responsible for the bad repercussions of this situation as I failed to properly plan and did not consider the risks of contingencies in a group. But still, till the end, everyone contributed effectively and did not lose hope till the end and gave their best.

I think the major reasons behind the successful completion were group efforts, cooperation abilities, self-identification of strengths, effective division of tasks, and ability to help others. However, the only thing that created a problem in completing a project is a lack of time management and planning capabilities. Through this whole experience, I believe that I need to focus on improving my time management skills as well as leading the ability to effectively manage group tasks.

After getting into this group health project, I got to know that time management and contingency planning are important skills that every project manager needs to possess to effectively manage group tasks. I also found that team management is possible only through the cooperation of team members as well as their effort to give the best results to a team project. I learned that as a project manager, it is always better to have a contingency plan ready for implementation than to develop one as risk is taking its toll (Heimann, J. F. 2000). However, I found that various problems can arise in a group task which could be managed effectively by making contingency plans for such situations in advance. I would have prepared contingency plans in the beginning and I believe that it would have helped me in dealing with situations differently.

In order to deal with this situation in the future, I have decided that I will use various time management tools such as PERT and CPM while planning various group tasks to keep separate times for various contingencies. For enhancing my time management and planning skills, I have decided to use time management skills such as making time tables and assigning time blocks for each task. If a similar situation occurs again in the future, I will ensure that in the planning phase only, I take time for contingency planning and plan things accordingly.

How to reference Gibbs reflective cycle?

To reference Gibbs' reflective cycle, include the author's name "Gibbs" and the publication year (if available) in parentheses. For instance, in APA style, it would be: (Gibbs, 1988). If you use a direct quote, add the page number as well.

Can Gibbs' Reflective Model be used in any profession?

Yes, the model is versatile and applicable in various professions and fields, including education, healthcare, social work, and more.

What are the disadvantages of Gibb's reflective cycle?

Gibbs' reflective cycle lacks a strong theoretical foundation and may not suit complex or long-term learning experiences. Some of you may even find its structured approach restrictive that could potentially overlook unique aspects of individual experiences. Additionally, it may not be universally applicable to various learning contexts.

Previous Model

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. https://doi.org/10.1080/00131881.2020.1711790

Smith, J., & Roberts, R. (2015). Reflective Practice. Vital Signs For Nurses, 222-230. https://doi.org/10.1002/9781119139119.ch14

Heimann, J. F. (2000). Contingency planning as a necessity. Paper presented at Project Management Institute Annual Seminars & Symposium, Houston, TX. Newtown Square, PA: Project Management Institute.

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• Gibbs' Reflective Cycle

May 9, 2023

Delve into Gibbs' Reflective Cycle, a powerful tool fostering critical thinking, deep learning, and professional growth through reflection.

Main, P (2023, May 09). Gibbs' Reflective Cycle. Retrieved from https://www.structural-learning.com/post/gibbs-reflective-cycle

What is Gibbs' Reflective Cycle?

Gibbs' Reflective Cycle is a popular model for reflection, acting as a structured method to enable individuals to think systematically about the experiences they had during a specific situation.

Gibbs’ Reflective Cycle is a widely used and accepted model of reflection . Developed by Graham Gibbs in 1988 at Oxford Polytechnic, now Oxford Brookes University, this reflective cycle framework is widely used within various fields such as healthcare, education, and management to enhance professional and personal development . It has since become an integral part of reflective practice, allowing individuals to reflect on their experiences in a structured way.

The cycle consists of six stages which must be completed in order for the reflection to have a defined purpose. The first stage is to describe the experience. This is followed by reflecting on the feelings felt during the experience, identifying what knowledge was gained from it, analyzing any decisions made in relation to it and considering how this could have been done differently.

The final stage of the cycle is to come up with a plan for how to approach similar experiences in future.

Gibbs' Reflective Cycle encourages individuals to consider their own experiences in a more in-depth and analytical way, helping them to identify how they can improve their practice in the future.

A survey from the British Journal of Midwifery found that 63% of healthcare professionals regularly used Gibbs' Reflective Cycle as a tool for reflection.

"Reflection is a critical component of professional nursing practice and a strategy for learning through practice. This integrative review synthesizes the literature on nursing students’ reflection on their clinical experiences." – Beverly J. Bowers, RN, PhD

The Six Stages of Gibbs' Reflective Cycle

The Gibbs reflective cycle consists of six distinct stages: Description, Feelings, Evaluation, Analysis, Conclusion, and Action Plan. Each stage prompts the individual to examine their experiences through questions designed to incite deep and critical reflection. For instance, in the 'Description' stage, one might ask: "What happened?". This questioning method encourages a thorough understanding of both the event and the individual's responses to it.

To illustrate, let's consider a student nurse reflecting on an interaction with a patient. In the 'Description' stage, the student might describe the patient's condition, their communication with the patient, and the outcome of their interaction. Following this, they would move on to the 'Feelings' stage, where they might express how they felt during the interaction, perhaps feeling confident, anxious, or uncertain.

The 'Evaluation' stage would involve the student reflecting on their interaction with the patient, considering how they could have done things differently and what went well. In the 'Analysis' stage, the student might consider the wider implications of their actions and how this impacted on the patient's experience.

Finally, in the 'Conclusion' stage, the student would summarise their reflections by noting what they have learned from the experience. They would then set an 'Action Plan' for how they will apply this newfound knowledge in their future practice.

Gibbs' Reflective Cycle is a useful tool for nurses to utilize in order to reflect on their past experiences and improve their practice. By using reflective questions , nurses can actively engage in reflection and identify areas for improvement. 

• Description : Start by objectively recounting the experience. Helpful questions to ask include: What happened? Who was involved? When and where did this occur?
• Feelings : Capture your emotional response to the experience. It's essential to acknowledge both positive and negative emotions, as they significantly affect our interpretation of the event.
• Evaluation : Assess the good and bad aspects of the experience. What worked well, and what didn't? What were the positive impacts and negative consequences?
• Analysis : Dig deeper into understanding why things unfolded as they did. This analysis stage is where you draw on relevant literature and professional knowledge to interpret the experience.
• Conclusion : Determine what you could have done differently and what you've learned from the experience.
• Action Plan : Develop a plan detailing what you'll do if a similar situation arises in the future.

Examples of the Reflective Model in Practice

The Gibbs Reflective Cycle, a model of reflection, can be a powerful tool for learning and personal development across various vocations. Here are five fictional examples:

• Nursing : A nurse named Jane had a challenging interaction with a patient. Using the Gibbs Reflective Cycle, she first described the situation and her initial reactions. She then reflected on her feelings, identifying negative emotions that arose. During the analysis stage, she realized that her communication skills needed improvement. She concluded that better communication could have led to a more positive outcome. Finally, she developed a personal development plan to improve her communication skills, demonstrating the positive impacts of deep level reflection.
• Teaching : A teacher, Mr. Smith, had difficulty managing his classroom . He used the Gibbs Reflective Cycle to reflect on a particularly chaotic day. He identified negative aspects of his classroom management strategy and, through critical thinking, realized that he needed to set clearer expectations for his students. He then developed a plan to implement these changes, showing how the approach to reflection can lead to actionable improvements .
• Customer Service : Sarah, a customer service representative, received constructive feedback from a customer who was dissatisfied with the service. She used the Gibbs Reflective Cycle to reflect on the interaction, identifying her feelings of disappointment and analyzing what went wrong. She concluded that she needed to improve her problem-solving skills and developed a plan to do so.
• Management : A manager, Tom, struggled with delegating tasks to his team. He used the Gibbs Reflective Cycle to reflect on a project that was delayed due to his reluctance to delegate. He identified his fear of losing control as a negative emotion and realized during the analysis stage that trust in his team was crucial. He then developed a plan to practice delegation in future projects.
• Counseling : A counselor, Dr. Lee, felt that her recent sessions with a client were not productive. She used the Gibbs Reflective Cycle to reflect on these sessions . She identified feelings of frustration and, upon analysis, realized that she needed to adjust her counseling techniques to better suit her client's needs. She then developed a plan to implement these changes.

These examples illustrate how the Gibbs Reflective Cycle can facilitate learning and reflection across different vocations, leading to personal and professional growth.

An Exploration of Gibbs' Model

Gibbs' Reflective Cycle offers a structured approach to reflection, making it a helpful tool for educators and learners alike. The model encourages critical reflection , stimulating the ability to analyze experiences through questions and transform them into valuable learning opportunities.

Experiential Learning , a concept closely tied with reflection, suggests that we learn from our experiences, particularly when we engage in reflection and active experimentation . Gibbs' model bridges the gap between theory and practice, offering a framework to capture and analyze experiences in a meaningful way.

By using Gibbs' model, educators can guide students through their reflective process , helping them extract valuable lessons from their positive and negative experiences.

Application of Gibbs' Reflective Cycle in Real-World Scenarios

The flexibility and simplicity of Gibbs' Reflective Cycle make it widely applicable in various real-world scenarios, from personal situations to professional practice.

For instance, Diana Eastcott, a nursing educator, utilized Gibbs' model to facilitate her students' reflection on their clinical practice experience. The students were encouraged to reflect on their clinical experiences, analyze their reactions and feelings, and construct an action plan for future patient interactions. This process not only enhanced their professional knowledge but also fostered personal growth and emotional resilience.

In another example, Bob Farmer, a team leader in a tech company, used Gibbs' Cycle to reflect on a project that didn't meet expectations. He guided his team through the reflective process, helping them identify areas for improvement and develop strategies for better future outcomes.

These scenarios underline the versatility of Gibbs' model, demonstrating its value in both educational and professional settings.

• ( Gibbs Reflective Cycle , University of Northampton, https://www.northampton.ac.uk )
• ( Gibbs' Reflective Cycle , Oxford Brookes University, https://www.brookes.ac.uk )
• ( Reflective Practice , San Francisco State University, https://www.sfsu.edu )

Gibbs' Reflective Cycle for Personal and Professional Development

The use of Gibbs' Reflective Cycle can have profound effects on personal and professional development. It aids in recognizing strengths, weaknesses, and areas for improvement, providing an avenue for constructive feedback and self-improvement.

In the context of professional development , Gibbs' model promotes continuous learning and adaptability. By transforming bad experiences into learning opportunities, individuals can enhance their competencies and skills , preparing them for similar future situations.

Moreover, the reflective cycle promotes emotional intelligence by encouraging individuals to explore their feelings and reactions to different experiences. Acknowledging and understanding negative emotions can lead to increased resilience, better stress management, and improved interpersonal relationships.

Transforming Experiences into Learning: The Role of Gibbs' Reflective Cycle

Gibbs' Reflective Cycle is a practical tool that transforms experiences into learning. It incorporates principles of Experiential Learning and emphasizes the importance of abstract conceptualization and active experimentation in the learning process.

In the field of education, Gibbs' model can significantly influence teaching methods. It encourages educators to incorporate reflective practices in their teaching methods, promoting a deeper understanding of course material and facilitating the application of theoretical knowledge in practical scenarios.

Moreover, the model can be used to encourage students to reflect on their experiences, both within and outside the classroom, and learn from them. This process fosters critical thinking, problem-solving skills, and personal growth, equipping students with the skills they need for lifelong learning.

Embracing Gibbs cycle in your organisation

Here's a list of guidance tips for organizations interested in embracing Gibbs' Reflective Cycle as their professional development model.

• Understanding the Gibbs Reflective Cycle : Before implementing, ensure that everyone in the organization understands the Gibbs Reflective Cycle model. This model consists of six stages: Description, Feelings, Evaluation, Analysis, Conclusion, and Action Plan. The goal is to encourage deep level reflection on experiences to foster learning and improve future actions.
• Promote a Culture of Reflection : Encourage everyone in the organization to incorporate reflection into their daily routine. Reflection should not be seen as an added task, but rather as an integral part of the professional development process.
• Use Real-Life Situations : For the methods in education to be effective, use real-life situations when applying the Gibbs Reflective Cycle. This way, employees can relate to the experiences, making the reflection process more relevant and meaningful.
• Encourage Sharing of Reflections : Create a safe space for individuals to share their reflections. This could be through team meetings, one-on-one sessions with managers, or through online platforms. Sharing allows for collective learning and may provide different perspectives on the same situation.
• Integrate Reflective Practice in Training Programs : Use the Gibbs Reflective Cycle in training programs. After each training session, encourage participants to go through the reflective cycle. This can help them understand the training content better and apply it in their work.
• Link Reflection to Personal Development : Connect the outcome of the reflection to personal development plans. The Action Plan stage of the cycle should feed into the individual's personal development plan, helping them identify areas of strength and areas needing improvement.
• Provide Guidance and Support : Provide guidance and support in the early stages of implementing the Gibbs Reflective Cycle. This could include providing templates or guides, or offering training on how to use the model effectively.
• Continuous Review and Feedback : Regularly review the use of the Gibbs Reflective Cycle in your organization and provide feedback. This will help ensure that the model is being used effectively and is helping individuals in their professional development.
• Model Reflective Practice : Leaders and managers should model reflective practice themselves. This shows that the organization values reflective practice and can motivate employees to engage in it themselves.
• Celebrate Success : Recognize and celebrate when reflective practice leads to positive changes or improvements. This can motivate employees to continue using the Gibbs Reflective Cycle in their professional development.

What is the Difference Between Kolb's and Gibbs' Reflective Cycle?

Both Kolb's Experiential Learning Theory and Gibbs' Reflective Cycle are influential learning methods used extensively in education and professional development. While they share similarities, such as promoting a cyclical learning process and fostering a deeper understanding of experiences, there are key differences.

Kolb's cycle consists of four stages: Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation. It focuses more on the transformation of direct experience into knowledge, emphasizing the role of experience in learning.

On the other hand, Gibbs' cycle, with its six stages, places a greater emphasis on emotions and their impact on learning. For example, a team leader might use Kolb's cycle to improve operational skills after a failed project, focusing on what happened and how to improve. However, using Gibbs' cycle, the same leader would also reflect on how the failure made them feel, and how those feelings might have influenced their decision-making.

Other notable Learning Methods and Cycles

Please note that each of these theories or models has been developed and refined over time, and they each have their own strengths and weaknesses depending on the specific learning context or goals.

Adopting the Cycle in Education

Gibbs' Reflective Cycle is an invaluable tool for nurturing professional skills and fostering personal growth. By systematically integrating this reflective model into educational practices, institutions can significantly enhance their students' professional development.

Here are seven innovative ways educational institutions can harness the power of Gibbs' Reflective Cycle to boost skill acquisition , operational proficiency, leadership capabilities, and personal skills mastery.

• Incorporate Reflective Practice in Curriculum: Educational institutions can incorporate Gibbs' Reflective Cycle into their curriculum, making it a regular part of learning. This can encourage students to develop professional skills by continually reflecting on their experiences and learning from them.
• Real-World Scenarios: By using real-world situations or case studies, educational institutions can provide practical instances for students to apply the reflective cycle. This will help them understand the type of situation they might encounter in their professional life and how to handle it.
• Promote Skill Acquisition: Gibbs' cycle can be used as a tool for skill acquisition. By reflecting on their performance in various tasks and projects, students can identify their strengths and areas that need improvement. This can aid in the development of operational skills, leadership skills, and personal skills.
• Professional Development Workshops: Educational institutions can organize workshops that focus on the application of Gibbs' Reflective Cycle for professional development. These workshops could provide hands-on training on how to use the cycle effectively.
• Reflective Journals: Encourage students to keep a reflective journal. This practice can help students regularly apply Gibbs' cycle, promoting introspection, and the development of key leadership skills.
• Mentorship Programs: Implement mentorship programs where experienced professionals guide students in applying Gibbs' Reflective Cycle. This can provide students with valuable insights into how reflective practice can enhance their professional skills.
• Assessments Based on Reflection: Design assessments that value reflective practice. Instead of solely focusing on theoretical knowledge, consider students' ability to reflect on their experiences and learn from them. This approach can make learning more engaging and relevant to real-world situations.

In the journey of life and work, we continuously encounter new situations, face challenges, and make decisions that shape our personal and professional trajectory. It's in these moments that Gibbs' Reflective Cycle emerges as a guiding compass, providing a structured framework to analyze experiences, draw insights, and plan our future course of action.

Underlying the model is the philosophy of lifelong learning. By encouraging critical reflection, it empowers us to not just passively experience life, but to actively engage with it, to question, and to learn. It's through this reflection that we move from the realm of 'doing' to 'understanding', transforming experiences into knowledge.

Moreover, the model emphasizes the importance of an action-oriented approach. It propels us to use our reflections to plan future actions, promoting adaptability and growth. Whether you're an educator using the model to enhance your teaching methods , a student exploring the depths of your learning process, or a professional striving for excellence in your field, Gibbs' Reflective Cycle can be a powerful tool.

In an ever-changing world, where the pace of change is accelerating, the ability to learn, adapt, and evolve is paramount. Reflective practices, guided by models such as Gibbs', provide us with the skills and mindset to navigate this change effectively. They empower us to learn from our past, be it positive experiences or negative experiences, and use these lessons to shape our future.

From fostering personal growth and emotional resilience to enhancing professional practice and shaping future outcomes , the benefits of Gibbs' Reflective Cycle are manifold. As we continue our journey of growth and learning, this model serves as a beacon, illuminating our path and guiding us towards a future of continuous learning and development.

• Reflection in Learning and Professional Development
• The Reflective Practitioner
• Reflective Practice: The Teacher in the Mirror
• The Impact of Reflective Practice on Teaching Effectiveness
• Reflective Practice: A Guide for Nurses and Midwives
• Reflective practice in nursing
• Learning by Doing: A Guide to Teaching and Learning Methods
• Gibbs’ Reflective Cycle

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Understanding the Gibbs Reflective Model: A Framework for Personal and Professional Growth

Introduction

Reflective practice is a cornerstone of personal and professional growth, providing a structured approach to learning from our experiences. Among the various frameworks available, the Gibbs Reflective Model stands out as a powerful tool for self-improvement. Whether you're a student, educator, healthcare professional, or anyone seeking to enhance their understanding of their actions and decisions, the Gibbs Reflective Model offers a structured pathway to deeper insights. In this comprehensive guide, we'll delve into the essence of reflective practice and introduce you to the Gibbs Reflective Model. We'll explore its six distinct stages, each designed to help you dissect your experiences, analyze your responses, and create actionable plans for the future. Reflective practice isn't just a concept; it's a practical approach that can transform the way you learn and grow. So, let's embark on a journey to understand the Gibbs Reflective Model and how it can empower you in both your personal and professional life.

The Six Stages of Gibbs Reflective Cycle

Stage 1: description.

At the heart of the Gibbs Reflective Model lies the crucial first stage – Description. This is where you recount the concrete experience or situation you want to reflect upon. It's essential to provide a detailed account of what happened, including the context, the people involved, and any relevant actions or events. The aim is to create a vivid picture of the experience for both yourself and your readers.

For example, if you're a nursing student, your description might involve detailing a challenging patient interaction during your clinical placement. Describe the patient, the circumstances, and the specific actions or conversations that occurred.

Stage 2: Feelings

In the Feelings stage, you delve into your emotional response to the experience. Reflect on your thoughts and emotions at the time and how they evolved throughout the situation. This stage encourages you to be honest and open about your feelings, as acknowledging them is a critical aspect of reflective practice. Understanding your emotions is key to gaining insights into your reactions and behavior.

Continuing with the nursing student example, in this stage, you might express how you initially felt anxious and overwhelmed when faced with a demanding patient. You might also discuss how your emotions shifted as you attempted to provide care and communicate effectively.

Stage 3: Evaluation

The Evaluation stage involves a careful analysis of the experience, where you weigh the positives and negatives. Examine what went well and what could have been improved. Consider the advantages and disadvantages of your actions and decisions. This stage prompts you to critically assess your performance and outcomes.

In the nursing scenario, you could evaluate your communication skills, acknowledging that you successfully calmed the patient but also noting that you could have been more efficient in administering care.

Stage 4: Analysis

In the Analysis stage, you go beyond surface-level evaluation and dig deeper into the experience. Analyze the factors that influenced your behavior and decision-making. Consider the underlying assumptions, beliefs, and values that guided your actions. This stage encourages you to apply critical thinking to gain a more profound understanding of your behavior.

Here, you might analyze your tendency to feel pressure to perform perfectly as a nursing student, recognizing that this self-imposed pressure influenced your decision-making during the patient interaction.

Stage 5: Conclusion

The Conclusion stage is where you draw your overall conclusions from the reflection process. Summarize the insights you've gained from the previous stages and identify what you've learned about yourself and your practice. This stage is crucial for synthesizing your reflections into actionable takeaways.

Your conclusion might highlight the importance of effective communication in nursing and your commitment to improving this skill. You might also recognize the value of self-awareness in your growth as a healthcare professional.

Stage 6: Action Plan

The Action Plan stage is the final step in the Gibbs Reflective Cycle. Here, you create a concrete plan for the future based on your reflections. Consider how you can apply what you've learned to improve your future actions and decision-making. This stage is about setting goals and making changes to ensure a more positive and effective experience next time.

Your action plan could involve seeking additional communication training, practicing active listening, and setting specific goals for your next patient interaction to apply your newfound insights effectively.

Applying Gibbs Reflective Model in Practice

Now that you have a solid understanding of the six stages of the Gibbs Reflective Cycle, let's explore how to apply this powerful model in real-life scenarios. Whether you're a healthcare professional, educator, student, or anyone seeking personal growth, using this model effectively can be transformative.

Here's how to put it into practice:

• Select a Relevant Experience : Begin by choosing an experience or situation that you want to reflect upon. It could be a challenging patient interaction, a classroom teaching session, or even a personal situation. The key is that the experience should be significant and have the potential for learning and growth.

For example, if you're a teacher reflecting on a lesson that didn't go as planned, describe the classroom setting, the topic of the lesson, the students' reactions, and your teaching methods.

• Explore Your Feelings : Move on to the Feelings stage. Reflect on your emotional responses throughout the experience. What were you thinking and feeling at different points? Be honest and open about your emotions, as this is a crucial aspect of reflective practice.
• Evaluate Your Actions : In the Evaluation stage, assess your actions and decisions during the experience. What went well, and what could have been improved? Consider the advantages and disadvantages of your choices.
• Analyze Your Behavior : Delve deeper in the Analysis stage. Examine the factors that influenced your behavior and decision-making. Were there underlying assumptions, beliefs, or values that guided your actions?
• Draw Meaningful Conclusions : In the Conclusion stage, synthesize your reflections into meaningful conclusions. What have you learned about yourself and your practice through this process? Identify key takeaways that you can apply to future situations.

Continuing with the teaching example, your action plan might include trying new teaching methods, seeking mentorship, or attending professional development workshops.

By following these steps, you can apply the Gibbs Reflective Model effectively in your personal and professional life. It's a dynamic framework that fosters self-awareness, critical thinking, and continuous improvement. Whether you're seeking to enhance your healthcare practice, teaching skills, or personal development, the Gibbs Reflective Model is a valuable tool on your journey towards growth.

Kolb's Experiential Learning Cycle vs. Gibbs Reflective Model

In the realm of reflective practice and experiential learning, two prominent models often come to the forefront: Kolb's Experiential Learning Cycle and the Gibbs Reflective Model. While both are valuable frameworks for learning and personal growth, they approach reflection and learning in distinct ways.

Here, we'll explore the key differences and similarities between these two models:

Kolb's Experiential Learning Cycle

For instance, a medical student participates in a clinical rotation, treating patients under supervision.

The medical student reflects on their emotions during patient interactions and evaluates their performance.

The student develops a conceptual framework for patient care based on their observations and evaluations.

The medical student applies their newly developed patient care approach in subsequent clinical rotations.

Gibbs Reflective Model

• Description : Gibbs' model begins with a comprehensive description of the experience, akin to Kolb's Concrete Experience. It provides the context and details of the situation.
• Feelings : The Feelings stage in Gibbs' model mirrors Kolb's Reflective Observation, focusing on emotional responses and reflections.
• Evaluation : Gibbs' Evaluation stage aligns with Kolb's Reflective Observation, as both involve evaluating the experience and identifying strengths and weaknesses.
• Analysis : In the Analysis stage, Gibbs' model encourages a deeper exploration of the experience, similar to Kolb's Abstract Conceptualization. It involves critical thinking and understanding underlying factors.
• Conclusion : Gibbs' Conclusion stage is where learners draw meaningful conclusions, much like Kolb's Abstract Conceptualization. It synthesizes insights and takeaways from the reflection.
• Action Plan : The Action Plan stage in Gibbs' model corresponds to Kolb's Active Experimentation. It's about setting concrete goals and strategies for future actions based on reflections.

In summary, while both Kolb's Experiential Learning Cycle and the Gibbs Reflective Model share common elements of reflection and action, they differ in their approach. Kolb's model emphasizes a cyclical process of learning through concrete experience, while Gibbs' model offers a more structured, step-by-step framework for reflection. The choice between these models depends on your learning style and the context in which you're applying reflective practice.

Embracing Gibbs Cycle in Organizational Learning

The Gibbs Reflective Model isn't limited to individual growth; it's also a powerful tool for fostering organizational learning and development. When organizations encourage their members to embrace the reflective process, it can lead to improved practices, enhanced teamwork, and a culture of continuous improvement.

Why Organizational Learning Matters

Organizational learning is the process through which a company or group collectively acquires knowledge, adapts to change, and continuously improves. It involves not only gaining new insights but also applying them to enhance performance. Embracing the Gibbs Reflective Model within an organizational context can yield several benefits:

• Improved Problem Solving : By encouraging employees to reflect on their experiences and decisions, organizations can enhance problem-solving skills. The Gibbs model's structured approach allows for a thorough examination of challenges and the development of effective solutions.

For example, a project team reflecting on a project's challenges can identify areas for improvement and adjust their approach for future projects.

• Professional Development : Organizations that promote reflective practice invest in the professional development of their employees. This can lead to a more skilled and adaptable workforce.
• Adaptation to Change : In today's dynamic business environment, the ability to adapt is crucial. Reflective practice enables organizations to learn from past experiences, making them more resilient to change.

Implementing Gibbs Reflective Model in Organizations

To embrace the Gibbs Reflective Model in organizational learning, consider these steps:

• Promote a Reflective Culture : Encourage employees at all levels to engage in reflective practice. Leaders should set an example by sharing their own reflections.
• Provide Training : Offer training sessions or workshops on reflective practice. This can help employees understand the model and how to apply it effectively.

For instance, after completing a major project milestone, schedule a reflection session to discuss what went well and what could be improved.

• Supportive Feedback : Foster a culture of constructive feedback. Encourage employees to provide feedback to their peers in a respectful and helpful manner.
• Document Reflections : Consider implementing a system for documenting reflections. This can serve as a valuable resource for future decision-making and organizational learning.
• Celebrate Learning : Recognize and celebrate the lessons learned through reflective practice. Highlight successful outcomes that resulted from reflection.
• Continuous Improvement : Use insights gained from reflection to make meaningful changes. Whether it's refining processes or adjusting strategies, ensure that reflection leads to action.

By embracing the Gibbs Reflective Model, organizations can cultivate a learning culture that drives improvement, innovation, and adaptability. It's a powerful approach to harness the collective wisdom and experiences of team members, ultimately contributing to the organization's success.

Reflective practice, as exemplified by the Gibbs Reflective Model, is a dynamic and versatile tool for personal, professional, and organizational growth. Whether you're a healthcare professional, educator, student, or part of a forward-thinking organization, embracing this model can lead to a myriad of benefits:

• Enhanced Self-Awareness : Reflective practice encourages you to explore your thoughts, emotions, and actions, resulting in heightened self-awareness.
• Continuous Improvement : Through structured reflection, you can identify areas for improvement and develop strategies for growth.
• Effective Problem Solving : The model's analytical approach aids in effective problem-solving and decision-making.
• Empathy and Understanding : Reflection fosters empathy and understanding, improving interpersonal relationships and teamwork.
• Organizational Learning : Organizations can benefit by promoting reflective practice, leading to improved practices, teamwork, and adaptability.

Reflective practice is a journey, not a destination. It's an ongoing process that requires commitment and a willingness to learn from every experience, whether positive or challenging. As you continue to apply the Gibbs Reflective Model or other reflective frameworks, remember these key takeaways:

"Reflection is the bridge between experience and learning. It's the compass guiding your path towards growth."

"In the pursuit of knowledge, self-reflection is the torch that lights the way."

So, embrace the power of reflection, and let it illuminate your path toward personal and professional development. May your journey be filled with insights, growth, and meaningful change.

@2023 Pyrilia.

Made with ❤️ by Pyrilia Team

How To Lead a Gibbs Reflective Cycle Exercise (+Template)

When was the last time you or your team stepped back and learned from an experience or situation at work? For many who are fighting to meet tight deadlines and deliver on pressing projects, taking time to learn from experience and reflect on situations falls by the wayside. 

However, new research shows that is a mistake, as taking time to reflect on scenarios at work improves performance in the long run. Harvard Business School Professor Francesca Gino explains why: "When we stop, reflect, and think about learning, we feel a greater sense of self-efficacy. We're more motivated, and we perform better afterward." To make reflection an intentional activity for your team, you’ll want to run a Gibbs Reflective Cycle exercise to help you make reflection an intentional activity. In this article, we’ll review the Gibbs Reflective Cycle, the corresponding model, and how to run the exercise, as well as provide you with a template you can use with your own team.

What is the Gibbs Reflective Cycle?

• What is the Gibbs Model of Reflection?
• How To Lead a Gibbs Reflective Cycle Exercise
• Gibbs Reflective Cycle Template

The Gibbs Reflective Cycle is a systematic process that individuals and teams can use to reflect upon and learn from their experiences at work. Originally put forth by Professor Graham Gibbs in his 1988 book, Learn by Doing , the Gibbs Reflective Cycle is a step-by-step approach to analyzing and understanding the complexities of workplace situations. The purpose is to gain valuable insights and improve decision-making in the future.

What is the Gibbs Model of Reflection? What Are the Six Stages? 

The Gibbs Reflective Cycle centers on a model that consists of six stages, known as the Gibbs Model of Reflection. The model outlines the process by which individuals and teams follow to learn from different experiences at work. Here are the six stages and a brief description of each: 

• Description
• Action Plan 

1. Description

The Gibbs Reflective Cycle starts by objectively describing the situation or experience that is to be evaluated and reflected upon. In this stage, you will provide details regarding the context and individuals involved, as well as any relevant background information.

2. Feelings

The second step in the Gibbs Reflective Cycle is to explore your emotions during the experience in question. Here, you will note the positive and negative feelings you had during the experience. Identifying and acknowledging emotions is critical to gaining a deeper understanding of the situation.

3. Evaluation 

At this stage of the Gibbs Reflective Cycle, you break down the experience into two areas - what went well and what could have been improved. It is in this stage that you will assess the strengths and weaknesses of your approach, considering both your actions and the outcomes.

4. Analysis

Now, it’s time to dig deeper into the situation to determine the root cause of the underlying factors contributing to the outcomes. Here is where you’ll begin to make sense of what happened by taking the details of what happened (steps one to three) and the meaning behind it.

5. Conclusion

Equipped with your analysis of the situation, you will want to summarize the key learnings from your reflection. Here, you will identify what you learned from this experience and the insights you will apply to similar situations in the future.

6. Action Plan

The last step of the Gibbs Reflective Cycle is to create an action plan based on your analysis and conclusions outlining the specific steps to be followed to improve performance or address any skill gaps. In this final reflection step, you will want to set measurable goals and define actionable strategies, such as a training plan , to help you implement the lesson learned and grow as an individual or team.

Instructions: How To Lead a Gibbs Reflective Cycle Exercise to Learn from Experience

Step 1: Pick the Situation and Detail What Happened

You will likely already have an idea of the situation in which you want your team to learn from experience. Situations often include when something goes wrong, a mistake is made , negative feedback is received, there is a conflict , a timeline isn’t met, or a goal is not achieved. Once the situation is determined, ask your team a series of questions to help describe the situation in detail. Here is a list of example questions you might ask:

• When did this happen?
• Who was involved?
• What happened?
• What was the team’s/individual’s response?
• What was the response of the other people involved?
• What was the outcome of this situation?

Step 2: Explore Feelings and Reactions

The next step is to explore the feelings and reactions related to the situation. The goal is to bring awareness to how certain feelings may have impacted the experience. Here is a list of example questions you might ask to encourage this level of reflection: 

• What were your/the team’s feelings during the situation?
• What were your/the team’s feelings before and after the situation?
• What do you think other people were feeling about the situation?
• What do you think they feel about the situation now?
• What were you thinking during the situation?
• What do you think about the situation now that some time has passed?

Step 3: Evaluate What Worked and What Didn’t

Once the situation has been clearly defined and feelings have been explored, it’s time to evaluate the situation by looking at the positives and negatives. While it may be hard, it is important that you and your team are objective and honest in your evaluation. Here are a few example questions you might ask during this step: 

• What worked? What was good about the experience?
• What didn’t work? What was bad about the experience?
• What positive aspects did you, the team, and others contribute to the situation?
• What negative aspects did you, the team, and others contribute to the situation?
• Was the situation resolved in the end?

Step 4: Determine the Root Cause of the Situation

Next, you will want to identify the root cause of the situation or experience. You should draw upon theory or literature to help explain what happened. The Niagara Institute has a robust library of articles on teamwork, leadership, communication, and conflict management, to name a few. Here are a few questions to ask to help your team get to the bottom of the root cause: 

• Why did things go well/badly?
• Could you/the team respond in a different way?
• What could have been done differently to improve the situation?
• Is there any theory or literature that can explain what happened?

Step 5: Summarize What Happened and What Was Learned

Once that is complete, you and your team will need to come to a conclusion regarding what happened and what you have learned from it. Encourage your team to review the situation again by assessing the information you’ve gathered and tracked from the previous steps. To get them to do so, ask the following types of questions: 

• What was learned from this situation?
• What could have been done differently to make this a more positive experience for everyone involved?
• What can you/the team now do better?
• What skills (individual or team) are needed to ensure a better outcome next time?
• Are there any new processes that should be implemented to ensure a better outcome?

Step 6: Create An Action Plan

The final step is to create an action plan that will help ensure similar situations are avoided or handled more effectively in the future. You’ll want to address any skill gaps, process improvements, or behavioral changes that need to be made. Doing so will show your leaders and those you lead that you’re proactive in making changes to ensure the outcome of a similar situation in the future will be different. Here are a few questions you may ask at this point: 

• What skills or behaviors need to be developed?
• What plans, policies, or procedures need to be implemented?
• How will you/your team hold each other accountable to ensure the outcome is different next time?

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Gibbs Reflective Cycle

Gibbs’ Reflective Cycle is one of the most well known cyclical models used in professional reflective practice . 

It guides practitioners through an experience in six stages: description, feelings, evaluation, analysis, conclusion, and action plan. 

Gibbs Reflective Cycle was originally developed for use in higher education as a way for teachers and learners to link theoretical learning to experiential practice to reinforce the knowledge they have acquired through the use of real-world examples. It has numerous applications, but it is predominantly used in the fields of teaching and health and social care. As Gibbs’ argues:

It is not sufficient simply to have an experience in order to learn. Without reflecting upon this experience it may quickly be forgotten or its learning potential lost. It is from the feelings and thoughts emerging from this reflection that generalisations or concepts can be generated. And it is generalisations which enable new situations to be tackled effectively….It is not enough just to do, and neither is it enough just to think. Nor is it enough simply to do and think. Learning from experience must involve links between the doing and the thinking.

In this article, we will be discussing this cycle, its pros and cons, along with a worked example of its use in practice and some alternatives to the Gibbs Reflective Cycle.

Table of Contents

About Graham Gibbs

The reputation for excellent teaching at Oxford Brookes University is in large part due to the work done by Professor Graham Gibbs. He was Head of the Center for Staff and Learning Development and later Director of the Oxford Learning Institute at Oxford University, where he helped many students develop strong fundamentals that would help them to succeed beyond academia.

Graham’s career has been dedicated to improving university teaching and student learning. He founded the International Consortium for Educational Development in Higher Education and the Improving Student Learning Symposium while also receiving Honorary Doctorates from Sheffield Hallam University and the University of Utrecht.

He retired in 2007 after a long and distinguished career.

Gibbs’ Model Of Reflection

The purpose of Gibbs’ Model of Reflection is to provide a structured approach to self-reflection or ‘structured debriefings’ as Gibbs himself describes them. He argues that problems relating to discussions following an experience include:

– they often lurch from superficial descriptions of what happened to premature conclusions about what to do next, without adequate reflection or analysis; – if the experience has been especially powerful then discussion may never get further than a description of what happened or of the feelings associated with the experience; – if description and feelings are not dealt with adequately, learners may return to these at a later stage when they should be considering implications and action plans.

These issues may be avoided if a structured approach is used because there is less likelihood of deviation that could inhibit the learning experience. Gibbs proposed the following cyclical process for reflective practice:

Stage 1: Description

The first stage involves making a factual account of what happened during the experience. This should be an objective description and we should try to avoid recording thoughts and feelings or performing analysis as this will come later. Some things to consider at this stage include:

• When and where did the experience happen?
• Is there any relevant background information that influenced the experience?
• Who was present?
• What happened?
• What did each person do?

Stage 2: Feelings

In stage 2, we should record the feelings and emotions of ourselves and others. Again, we should not try to carry out any analysis yet, simply make a truthful account of how we felt at each stage of the experience. Questions to consider include:

• How did I feel prior to the experience?
• How did I feel during the experience?
• How did I feel after the experience?
• What were the feelings of other people that were involved?

Stage 3: Evaluation

Here, we make value judgments about the positive and negative aspects of the experience. Our evaluations should be as objective as possible. Questions to ask include:

• What went well?
• What did not go well?
• What was positive/negative about the experience?
• Were my contributions positive/negative?
• Were the contributions of others positive/negative?

Stage 4: Analysis

In the fourth stage, we critically analyse the experience using the information that we collated in the previous section along with knowledge from other sources, such as theory, research, standards and the perspectives of others. By bringing all the information together, we can begin to make sense of the experience. Questions you may ask include:

• Why was the experience positive?
• Why was the experience negative?
• Did the perspectives of others align with your own? If not, why not?
• Which literature is relevant to the experience?
• How did the experience align with the theory?
• How did the experience align with standards?

Stage 5: Conclusions

Gibbs splits this stage into general conclusions and specific conclusions.

General conclusions are broad deductions that can be derived from the experience. Specific conclusions relate to our own personal experiences, practice and development. Examples of questions that may be asked at this stage include:

• What have I learned from this experience?
• How might I have performed better?
• What would I do differently if a similar situation occurred in the future?
• What learning and development opportunities may strengthen this area of my practice?

Stage 6: Action Plan

Finally, we develop an action plan for addressing areas of our practice that we may wish to develop, based on our findings from the reflective process. This could be undergoing further training, gaining additional knowledge, practising a procedure or another similar activity. The action plan should contain objectives and timescales (SMART targets are useful here). Pertinent questions include:

• What will I do differently next time?
• What training will I undergo?
• How will I gain further knowledge or experience?

Gibbs advocated for his reflective cycle to be used in situations practitioners find themselves in often. This is primarily because practitioners who reflect on the same set of experiences are more likely to build up a bank of knowledge and expertise pertaining to that situation. 

However, the stages of the Gibbs model can be used in single, isolated experiences. This means that elements of the reflective cycle, the action plan aspect, for example, will likely be more generalised and ultimately less practical when considering the applications of the reflective cycle process. 

Advantages And Disadvantages Of Gibbs Reflective Cycle

As with all reflective practices, there are advantages and disadvantages of using Gibbs’ reflective cycle. 

These advantages and disadvantages are somewhat subjective, as not every method of reflective practice works for all practitioners in every situation. 

• Gibbs’ reflective cycle underpins many other models of reflective practice
• It provides a structured approach to experiential learning
• It is a relatively simple model that is a good introduction for individuals that are new to self-reflection

Disadvantages

• It was developed as a generalised approach to reflective practice within a teaching setting and so does not focus on specialised practice, such as nursing or social care

Alternatives To Gibbs Reflective Cycle

Kolb’s (1984) model is a more simplified model based on a set of theories around how people learn – in fact, Gibbs’ model was based on Kolb’s research. It revolves around four key stages: Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation.  

Schon’s model of reflection builds on the idea that reflection can be performed both after an experience (reflection-on-action) as well as during an experience (reflection-in-action).

There are also models of reflection that are designed to be used by specific vocations – for example, Johns model and Atkins & Murphy’s model were developed for the nursing profession.

A list of other models of reflective practice can be found here.

An Example Of Gibbs Reflective Cycle

Now that we have established the stages of Gibbs’ Reflective Cycle, we’ll now walk through an example. Following is a self-reflection from a care worker.

Description – Stage One

I was working with two individuals with learning disabilities in a supported living environment. Each of the individuals was supposed to be receiving one-on-one support but due to staff absences, I was supporting them both. We all had an enjoyable day but when I came to administer one of the individual’s medication (1mg Risperidone) at 6PM, I realised that I’d forgotten to give him his morning dose earlier in the day.

I called the pharmacy for advice. They advised that I should continue with the evening medication as usual and to call NHS 111 if the individual experienced any side effects or changes in behaviour. I informed the client of what had happened and apologised as well as wrote up the appropriate medication administration error form, made a record on the MAR sheet and informed my manager.

My manager thanked me for letting her know and said not to worry about it too much as it can happen from time to time. She also recommended that I reflect upon the experience when I had time.

Feelings – Stage Two

When I first came onto shift I was feeling a little nervous about working on my own with two clients and a bit overwhelmed by all the information that I was being given during the handover. As I’d only worked with the clients a few times, when the previous shift worker left I felt my priority was to get to know them and make them feel at ease with me. It was during this time that I should have administered the medication but completely forgot.

When I realised my mistake in the evening I felt instant dread and was worried about my error causing harm to the individual as well as getting into trouble with my manager and organisation. I also felt guilty and disappointed in myself. After a few moments, I regained my composure and followed company protocols by calling for advice from a medical professional.

When the pharmacy told me that the missed medication shouldn’t affect the individual’s health very much, I felt relieved but still felt a little scared that my employer would be angry or disappointed. However, I did feel better about it once I had spoken to my manager.

Evaluation – Stage Three

The thing that did not go well in this experience was that I forgot to administer an individual’s medication. However, there were also positive elements such as knowing what to do when a medication error occurs and owning up to the mistake. I fulfilled my duty of care by seeking immediate support from a medical professional and my duty of candour by apologising to the individual and being transparent in my explanation of what had happened.

Analysis – Stage Four 

Although the missed medication was not a major issue on this occasion, I work with individuals that could have much more serious consequences if they miss a dose of their medication – for example, individuals that have epilepsy and heart conditions.

In addition, being overloaded with information about two different clients, it was perhaps inevitable that something would be forgotten.

Conclusions – Stage Five 

Through this experience, I have learned that I can keep a level head in unexpected situations and that I have a thorough understanding of my responsibilities as a care worker and the standards that I must meet as well as my employer’s policies and procedures.

However, I think that I need to have a system in place to remember medication administration because it is so important to my role – although other aspects of my job role are important, medication administration can quite literally be life-or-death.

Action Plan – Stage Six

Going forward, I want to ensure that I do not forget to administer medication to my clients. I will do this by ensuring that I check the medication schedules for all the individuals that I am responsible for as soon as I come on to shift and setting a reminder on my phone.

• Gibbs: Learning by Doing (1988)

• Your Project

Gibbs’ Reflective Cycle

What is the gibbs' reflective cycle.

The Gibbs’ Reflective Cycle is a Tool that helps professionals Grow and Learn from their past Experiences .

To do this, it proposes to analyze the Situations in which someone wants to Improve.

• Drawing Conclusions that allow us to do things better in the future.

It consists of  6 Repetitive Steps (a cycle):

• Description .
• Evaluation .
• Conclusion .
• Action Plan .

This cycle must be repeated until Obtaining the Desired Results .

The Six Steps of Gibbs' Reflective Cycle

1. Description : Describe in detail the Situation in which you want to improve .

• A Negotiation, A Decision you made, a Discussion with your employees, etc.

2. Feelings : Reflect on How you Felt in that Situation, How you Coped with it.

• Did you feel Insecure? Did you feel Determined? Did you Hesitate?

3. Evaluation : Evaluate the Experience and its Outcome , Objectively.

• What Consequences did it have, What worked, What did not, etc.

4. Analysis : Analyze the Reasons that explain the Result of this Situation.

• Why something worked or didn’t work. Why you Made that Decision, etc.

5. Conclusion : Get the Lessons from this Analysis; How to do things better.

• What could have been done better? What could be done in a different way?

6. Action Plan : Develop and Implement a Plan to do things better.

• Applying the Conclusions obtained in this Cycle.

Repeat the Cycle until Reaching the Desired Results .

Gibbs’ Reflective Cycle Template

Now, before sharing some examples , we want to explain one important thing:

• How to use this Cycle .

We know that it can get a bit Confusing (Feelings, Action Plan, etc).

That is why we’ll offer you a Guideline that you can Follow .

• It can be used for your Personal Analysis or, in Coaching Situations.

How to use the Gibbs Reflective Cycle

Description : Details are important, as is the Context of any Situation.

• The Place and People Involved.
• What Interactions happened.

Feelings : They Can give us a Clue as to what we need to Improve .

• If we feel Insecure, it is usually because we do not know the Subject well enough.
• What made you feel Uncomfortable?
• What made you feel Determined?

Evaluation : Here, you should not try to find Reasons , only Facts .

• What worked, What didn’t work, and under What Circumstances.
• The Outcome: What happened After the Situation?

Analysis : Now it is the time to find the Whys .

• Why is the Reason something Worked? The Root Cause.
• Potential Root causes causing you a Problem.

Conclusions : Time to “Connect the Dots” and obtain Solid Conclusions .

• What Solid Conclusions have you Obtained?
• What Could have been done better?

Action Plan : Now, you have to put things into Practice .

• Set Specific, Measurable, Realistic and Time-Related Goals.
• Use Objective Metrics.

Let’s see some examples:

Gibbs Reflective Cycle examples

Now, let’s Imagine that you have recently been Promoted to Manager .

You are very happy about it, but you do not feel very Comfortable when you face your employees .

• Sometimes you have to impose yourself, so that what you say is done.

Also, it is something you would like to Improve on .

That is Why you decided to use Gibbs’ Reflective Cycle .

Let’s see How you use it:

Description - Gibbs Reflective Cycle example

The Situation in which you want to Improve :

• It is You and your Employees (no matter Who).
• You are In front of them alone or in a collective meeting.
• You Want things to be done in a New way.
• You Tell them how they have to do things from now on .

Feelings - Gibbs Reflective Cycle example

After thinking Carefully about it, you Discover that you Felt :

• Anxious about Compelling People to do Something.
• Insecure about you Authority.
• Determined about the Need of doing the Things in a New Way.

Evaluation - Gibbs Reflective Cycle example

You then Evaluate what happens in these Situations :

• You Compel your employees to do what you say.
• They obey you.
• Those who know you best Respond much better to your Commands .
• Those who don’t know you are more Reluctant to change .

Analysis - Gibbs Reflective Cycle example

Now, you start thinking about the Whys :

• This makes you Feel Insecure.
• They don’t make you Feel Anxious or Insecure .
• That and , the fact that you are New in the Position .

Conclusion - Gibbs Reflective Cycle example

You Obtain important Conclusions from this Analysis :

• Or People that don’t know your Skills when making decisions.

This People are Reluctant to “obey” you, and make you Feel Insecure and Anxious.

• So they will Trust you more.
• And they will Trust your Authority more.

Action Plan - Gibbs Reflective Cycle example

Finally, you decide to Develop an Action Plan :

• Starting with those who know you least.
• Comparing the Previous Results with the Current ones.

You Estimate that you will need 2 months to have met with all your employees.

• And decide if you need to repeat this Cycle again.

The Gibbs’ Reflective Cycle is a Tool that helps professionals Grow and Learn from their past Experiences.

Consists of 6 Repetitive Steps that must be repeated until getting the desired Results:

• Description : Describe in detail the Situation in which you want to improve.
• Feelings : Reflect on How you Felt in that Situation, How you Coped with it.
• Evaluation : Evaluate the Experience and its Outcome, Objectively.
• Analysis : Analyze the Reasons that explain the Result of this Situation.
• Conclusion : Get the Lessons from this Analysis; How to do things better.
• Action Plan : Develop and Implement a Plan to do things better.
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The 6 Stages Of Gibbs Reflective Cycle- A Complete Guide

John is a retail manager at a well-renowned fashion outlet in Toronto, Canada. For an upcoming fashion exhibition, he was asked to order 2 boxes of white linen shirts. John places the order online and goes for a short lunch break. A couple of hours later, he receives an email in his mailbox from the vendor with a receipt for the order. He gulps down in fear on opening the mail. Instead of 2 boxes, the receipt reads 20.

A dismayed John writes an email instantly apologizing for his huge mistake and cancelling the extra 18 boxes he had ordered mistakenly. Later in the day, he gets a scolding from his general manager, who informs John that the organization will greatly suffer a hefty fine due to his carelessness, and a major part will be deducted from his next month’s salary.

Almost every organization has suffered losses due to human error, despite their employees putting the best foot forward. However, the key to dealing with such mistakes is not resentment or regret- its reflection, which has been aptly laid out in Gibb’s reflective cycle.

Today’s blog is for everyone out there who strongly believes people learn things by only practicing and not reflecting on experience. Reading this blog will not only put you miles ahead but help you greatly make sense, comprehend, and reflect on how to do better next time in the long run.

Table of Contents

Gibbs Reflective Cycle: A Brief Overview

Formulated by Graham Gibbs in 1988, the Gibbs Reflective Cycle was designed to provide structure to learn from experiences. It is one of the most popular theoretical models that encourage people to think about what they had encountered during a specific situation or event. This method enables people to be more attentive. It analyzes the positive and negative impacts of an event by making them aware of their actions and realizes from their own experiences the aspects they require to improve.

The cycle is incredibly helpful to ponder about the specific situation excessively deeply, and by reflecting on those experiences, people become aware of their actions and can change or adjust their behavior. Gibb’s reflective cycle was originally devised for nursing-like Rolfe’s model of reflection. However, this has become popular across numerous disciplines and widely applied as a prominent model of reflective practice.

History of Gibbs Reflective Cycle

In the opinion of eminent essay writers around the world, Graham Gibb was an American psychologist and sociologist. He first published his Reflective Cycle Model in 1988 in his book called ‘Learning By Doing’. The framework was engineering for examining experiences. Given its cyclic nature, it is known to lend itself especially remarkably to repeated experiences, helping you learn, plan, and evaluate from things that either went well or didn’t go well.

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The crucial element of this process is especially the acknowledgement of the significance of feelings in reflection. Most people consider experience to be the best teacher. However, until you reflect on the experience and consciously think about how to improve next time, the learning process will remain incomplete. This is where Gibbs reflective cycle comes into play. Applying this method, you can evaluate your or other actions and comprehend what can be done better in the future.

The Six Steps Of Gibbs Reflective Cycle

The framework of the Gibbs Reflective Cycle includes six remarkable steps. Each of these six stages helps people engage and reflect on a specific learning experience. Have a look at the six steps enlisted below in detail-

• Step 1- Description

The first step discusses the situation, experience, activity, or even minute details without focusing on the conclusions immediately. The aim of an individual at this stage must be to know what happened. One can ask the following questions to get a better understanding of the situation-

• What actually happened?
• Where did this happen?
• When did this happen?
• Who was there?
• What did you do?
• What did others do?
• What was the consequence of the situation?
• Step 2- Feelings

In this specific stage, it is crucial to speak about the thought and felt during the situation. During this period, you need to refrain from commenting on any of your emotions. Remember to not discuss feelings in detail or comment on it. To assess this, you can use these questions-

• What did you feel before the incident happened?
• How did you feel during the situation that took place?
• What did you think about others people feeling during the incident?
• What did you feel after the activity?
• What do you think about the incident now that it happened?
• Step 3- Evaluation

This third step of the Gibbs Reflective Cycle by Graham Gibbs is marked as evaluation, where people assess their experience positively or negatively both about the situation. This is the step where you are required to be objective and comprehend what worked in your favor and what did not.

Take help of the following questions to form a clear idea about the situations-

• What was positive about this specific situation?
• What was negative about this situation?
• What went well in this situation?
• What did not go so well in the specific situation?
• What did you do to contribute to this situation, either positively or negatively?
• Step 4- Analysis

This step is to find out what lesson you have acquired from the event, situation, or activity. On the basis of the past experience, you can think to perform well if a similar kind of situation arises in the future. The analysis is mostly conducted along with the evaluation. These are the examples of certain helpful questions you can ask yourself-

• What was the thing that was good about the situation?
• What was the negative side of the activity?
• What you did to contribute during the situation?
• What didn’t go well during the situation?
• What good happened during the incident?
• Step 5- Conclusion

This is the specific stage when you are required to look back at yourself during that event from a distance of time. You also need to imagine what else could be done in that specific state. The information gathered while concluding can be of immense significance to become a better person. It can help prevent unwanted things from occurring in the future.

• Step 6- Action Plan

The sixth and last step of the Gibbs reflective cycle is the action plan. Here people describe how they will deal with similar situations in the future and how to do better next time. This is the remarkable stage to make changes and come up with a plan to do things differently in the future.

Final Thoughts

Gibbs ‘Learning By Doing’ is a unique way to self-assess and evaluate the learning process. The learner must wholly commit to the learning process, while reflecting upon the successes and pitfalls during and after the process. The reflective cycle helps the learner to do this by breaking down the process in 6 crucial steps. Following this process effectively helps you become a reflective practitioner and begin to use your personal and professional experience as a means for continuing development.

Clara Smith is an assistant history professor at a reputed university in the United States. She also provides coursework help to students at Allessaywriter.com . Clara loves to spend time with her friends and family whenever she is free.

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Gibbs Reflective Cycle : Reflective Practice Made Easy

As leaders, we’re always seeking ways to improve ourselves and our performance. One way to do that is by reflecting on our experiences and learning from them. That’s where the Gibbs Reflective Cycle comes in – a framework that can help structure and enhance our reflective practice.

Let’s dive into what the Gibbs Reflective Cycle is and how to use it effectively.

What is the Gibbs Reflective Cycle?

Developed by Graham Gibbs in 1988, the Gibbs Reflective Cycle is a six-stage model that can be used to guide reflection on a particular experience or event. The cycle involves reflecting on the experience, analysing feelings, evaluating the experience, analysing the experience from different perspectives, drawing conclusions, and developing an action plan for future situations.

The six stages of the Gibbs Reflective Cycle are:

• Description
• Action Plan

Let’s look at each stage in more detail. But before doing so, it’s essential to take time and create space to reflect. I strongly recommend writing down each step of the process to help the understanding of the problem and how to solve it.

Stage 1: Description

The first stage of the Gibbs Reflective Cycle involves describing the experience or event. This includes providing details about what happened, when it happened, and who was involved. By describing the situation in detail, we can gain a better understanding of what occurred and what impact it had.

To help with the description, consider asking questions like:

• When and where did this happen?
• Why were you there?
• Who else was there?
• What happened?
• What did you do?
• What did other people do?
• What was the result of this situation?

Stage 2: Feelings

The second stage involves exploring and analysing the emotions and feelings that were experienced during the event. This includes both positive and negative emotions and can help us to understand our own emotional responses to situations.

Consider these questions to guide your reflection:

• What did you feel before this situation took place?
• What did you feel while this situation took place?
• What do you think other people felt during this situation?
• What did you feel after the situation?
• What do you think about the situation now?
• What do you think other people feel about the situation now?

Stage 3: Evaluation

The third stage involves evaluating the experience, both objectively and subjectively. This includes looking at the positive and negative aspects of the experience and considering what could have been done differently.

Ask yourself these questions to evaluate the experience:

• What was positive about this situation?
• What was negative?
• What went well?
• What didn’t go so well?
• What did you and other people do to contribute to the situation (either positively or negatively)?

Stage 4: Analysis 

The fourth stage involves analysing the experience from different perspectives. This includes considering the perspectives of others involved in the situation and looking at the situation from different angles. 

Consider these questions: 

How could this have been a more positive experience for everyone involved? 

If you were faced with the same situation again, what would you do differently? 

What skills do you need to develop to handle this type of situation better?

One method that we like to use is box breathing before reviewing the situation, read more about box breathing here .

Stage 5: The Conclusion 

This stage is all about wrapping up the analysis and evaluation of the experience. You get to reflect on what you learned from the experience and how you can apply it to similar situations in the future. So, ask yourself, “If I had to do the same thing again, what would I do differently?” This will help you identify areas for improvement.

It’s also important to think about how you can develop the skills you need to handle similar situations better in the future. So, ask yourself, “How will I develop the required skills I need?” This will help you plan your professional development.

Lastly, it’s essential to think about how you can ensure that you can act differently next time. So, ask yourself, “How can I make sure that I can act differently next time?” This will help you develop a plan of action that you can use if a similar situation arises in the future.

Stage 6: The Action Plan 

The final stage is all about putting your reflections into action. This involves identifying areas for improvement and making a plan of action that you can use in the future if a similar situation arises. The Gibbs Reflective Cycle is an excellent tool for structuring your reflections and enhancing your personal and professional development.

By regularly reflecting on your experiences using the Gibbs Reflective Cycle, you can develop the skills and insights that will serve you both in your current roles and in your future careers. Reflection is a crucial part of developing as a professional, and the Gibbs Reflective Cycle provides a valuable framework for structuring reflections to gain the greatest benefit from them.

I personally used this reflective cycle with the business dads that I coach during the pathway, if you want more information about the pathway, take a look . You can see how I used this tool with Stuart a business dad, here where we were able to reflect on his day-to-day actions. Sometimes it is easy to go from day to day without changing anything.

The definition of insanity is doing the same thing over and over and expecting different results. – Albert Einstein

Conclusion – why use the Gibbs Reflective Cycle

In conclusion, the Gibbs Reflective Cycle is an invaluable tool for professionals who want to improve their personal and professional development. It provides a structured approach to reflection that can help us better understand our experiences and their impact on ourselves and others. For me, I try to use the cycle after tough conversations, projects or coaching sessions. As a coach, it can be very easy to go from one session to the next without stopping and reflecting. This can be a similar problem in every industry or profession.

So, keep reflecting and using the Gibbs Reflective Cycle to enhance your professional growth!

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Gibbs Reflective Cycle - 6 Stages, Pros and Cons

Table Of Contents

What is gibbs reflective cycle, how did gibbs reflective model originate, what are the 6 stages of gibbs reflective cycle, what are the pros and cons of gibbs reflective cycle, learn gibbs cycle with the help of assignmentdesk.co.uk.

After a considerable life, some people realise that they learn better with experience. Therefore, they are not designed to consume words without knowing them.

It is a fact that when one reflects on their experience, they do everything better. They are allowed to discover new boundaries in any situation. They can ask questions such as "what could have been done better" when it's hard for them to learn. It is where Gibbs Reflective Cycle comes into play. This cycle helps them understand what was right done by them and what they could have done better. Anyone can use it to make sense of any situation at work or home.

One of the most popular cyclic models of reflection is used. It leads to six stages of any experience. However, before we get into these stages, let's first understand what the Gibbs reflective cycle is:

It is a cycle that helps people analyse their experiences. It can be concerning for any situation or scenario they have had while performing a particular activity. The primary aim of Gibbs model of reflection is to enhance the systematic thinking of anyone so that they can come to an effective conclusion. The drawback generated will help them gather courage and understanding to do better next time.

Therefore, it improves anyone's attention and ability to analyse any significant task they are engaged in. And also clear them of the mistakes they have made in such situations. After following Gibbs Reflective Cycl e, anyone can gain good learning to analyse part of their experience and improve their actions in the future. And many other things that are related to any particular task.

Interesting! Is it not? You are improving your ability to analyse your activities and tasks with a model. Do you know this cycle's past events? If not, read the following section to learn more.

Are You Still Doubtful About What Is a Gibbs Reflective Cycle?

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Professor Graham Gibbs was the man who supported "experimental learning." In his 1988 book, "Learning by Doing," he published the model. He published the model in his 1988 book, Learning by Doing. The book drew in the top psychologists of the time. They started to research the model using various scenarios and actions that a person would take daily. The Kolb learning cycle served as the model for the theory.

Gibbs cycle of reflection was said to be the best way to reflect on the past and discover how to deal with challenging circumstances without becoming alarmed or anxious. It developed into a crucial instructional technique that assisted learners in making sense of each task they completed. These days, nursing students use this model to comprehend various patient-related health scenarios. Accepting a failure as a lesson learned and delving into what went wrong aids them in overcoming a setback. To better understand, you can look for some examples of Gibbs model of reflection related to nursing backgrounds.

The main focus of nursing is taking care of patients and offering specific services throughout treatment. They are often asked to write assignments on their study of the Gibbs model. Students who need an A+ paper on the Gibbs model written by professionals turn to Nursing assignment help . As a result, the following section is the most important one in this article. Read it thoroughly.

Also Read:  How to Write a Reflective Essay Which Reflects Your Life Experience?

A management and self-reflection tool. To critically engage with the learning experience and draw conclusions, practice-based learning enables people to think logically and methodically about their various adventures.

There are six steps in the Gibbs reflective model . The first three steps are concerned with what took place during the experience that is being studied. The final three steps address how you can enhance your knowledge for similar situations you may encounter in the future.

1. Description

You have to describe the experience in the initial phase. Provide background information and a factual account of the incident's specifics. Setting the stage for later analysis and evaluation, this step of the Gibbs Reflective Cycle functions similarly. To provide clear, accurate information to facilitate understanding. You might inquire as follows:

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

Example of Gibbs Cycle of Reflection Description: My group, which consisted of three other students from my course, and I divided the various sections between us so that we would only have to research one component each for an assessed written group-work assignment. We didn't schedule a time to sit down and write the work together because we thought we could piece it together in the afternoon, the day before the deadline. But as soon as we sat down, it became apparent that the sections were written differently. To turn the assignment into coherent work, we were forced to rewrite most of it. We had allotted ourselves enough time before the deadline to write our sections independently, but we still needed to budget a lot of time to rewrite in case something went wrong. So that the assignment could be completed in time for the deadline, two members of the group had to cancel their evening plans.

Discuss your feelings, actions, and thoughts about the experience in step two of the Gibbs cycle . Never attempt to evaluate or judge the senses. Indicate them. Recall your emotions before, during, and following the incident. What may the experience have been like for others? What are your current thoughts on it?

• What emotions did you have before the event?
• What did you think during the crisis that took place?
• What do other people experience?
• What were you thinking during the case?
• What did you feel after the event?
• What do you believe other people are currently thinking about the situation?
• What are your current thoughts about the situation?

Example of Gibbs model of reflection of Feeling: I was content and thought we had divided the work up wisely before we got together and realised we still had a lot of work to do. I became quite irritated when we realised we couldn't turn in the assignment as is. I needed more motivation to do the rewriting because I was confident it would be successful. It is because a few group members had to postpone their plans, I felt pretty guilty, which motivated me to work harder and finish the work earlier in the evening. I'm glad we chose the effort-related course of action in retrospect.

3. Evaluation

The evaluation of the circumstances is the focus of this step. Whether they were good or bad, your experiences must be described. Be clear on the main goals as you assess the situation, highlighting the successes and failures. To write a stellar evaluation section just like how we provide assignment help , you must elaborate on the points listed below:

• What went well?
• What didn't go so well?
• Was the situation resolved afterwards? Why or why not?
• Things that went well in the situation
• Something that didn't go well in the situation
• What positives or negatives did you contribute?
• What positives or negatives did others provide?

Gibbs model of reflection example of evaluation: The fact that each group member delivered high-calibre work by the set deadline was one of the things that worked well. In addition, the fact that two group members had to postpone plans inspired us to work harder that night. That enhanced the group's commitment to hard work. On the other hand, we assumed that everyone would write in a different style, which made the group's overall time plan ineffective.

4. Analysis

This Gibbs Reflective Cycle is the best opportunity to make sense of what happened and determine what lesson you have learned. You had been concentrating on the specifics of the situation until this point, but you now have the opportunity to conclude it. By doing this, you'll be prepared to handle the same situation effectively. First, list the good and bad things that occur to analyse both properly. Then, you can consider the following queries:

• Why did things go well in this situation?
• What are the reasons for the mistakes that occurred during the crisis?
• What sense can one make of the problem?
• What knowledge is required to understand the problem?
• What knowledge of other people helps to understand the problem?

Gibbs model of reflection example of analysis: After some reflection, I concluded that I should have researched cooking times and used a timer to aid in my planning. Overall, though, the evening was enjoyable, and while some attention was paid to my food, that was not our only goal. After the event, I spoke with a few of my friends, and their encouraging comments helped me realise that my outgoing nature made them feel comfortable and helped them enjoy the evening.

5. Conclusion

You can now conclude what transpired. You can do that by reflecting on how you felt at the time and imagining what else you could have done. You will significantly benefit from the knowledge gathered as you strive to improve yourself. To improve the outcome in the future, you summarise your expertise and highlight the changes in this step of the Gibbs reflective model . Keep in mind that it ought to be a natural reaction. You may find these questions helpful in this regard:

• What skills can you learn to enhance them?
• Can you use those skills now?
• If you faced the same situation, what would you do differently?
• How are you planning to turn the adverse outcomes into positive ones?

Gibbs model of reflection example of Conclusion: When a group wants to divide work into sections, we must first decide how each area looks and feels. If we had done this, it would have been possible to put the teams together and submit them without doing much rewriting. In addition, I'll keep asking people to identify their strengths, and for longer projects, I might suggest using the "Belbin team roles" framework. Finally, I discovered that sometimes we question our group's choices to ensure that we are not just making these choices out of groupthink.

6. Action Plan

It is the final action. Be proactive and outline your plans for putting them into action. Based on your findings, make the necessary adjustments to position yourself for the next instance of the same circumstance. For citation guidance, refer to the Gibbs model of reflection or seek professional assistance.

• What did you learn from the situation?
• What skills do you need to develop to become a better person?
• What could have been a more favourable situation for everyone out there?
• What else could have been done?

Gibbs cycle of reflection example of Action Plan: The following time I host an evening, I should practise beforehand so I can use a tried-and-true method. Thanks to this, I'll feel more organised and confident as the event approaches. And tried methods could also ask someone more accustomed to doing this for advice.

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The Gibbs model of reflection has several benefits and drawbacks. Some pros and cons are given below.

Advantages of Gibbs Reflective Cycle

• The theoretical model is simple to use and comprehend.
• The procedure enables you to apply the technique repeatedly and with various outcomes.
• You get better at it as you practise more.
• You gain more excellent equilibrium and more reliable judgement through practice.

Disadvantages of Gibbs Reflective Cycle

• It takes a reactive approach rather than a proactive one.
• Since there is no mention of critical thinking, many people consider it superficial.
• There are no empirically supported questions in the model.
• It can be difficult for many people to express their emotions. This model cannot be used there.
• A novice may need help to carry out the study successfully without a guide or experienced practitioner.

Knowing where to begin the reflective process can be challenging if you are not used to it. Fortunately, there are many models you can use as a framework for your reflection, such as the Driscoll reflective model , the Era cycle, Kolb's experiential learning cycle, etc., to help you approach your reflection better.

Also Read:  Reflective Journal: A Guide on Writing Reflection-On-Action with Few Examples

Now that you understand how the Gibbs cycle works, it is time to put it into practice and produce a better result this time. If you still require assistance, you can use our professional writers, and they'll elevate your academic performance.

As you now have a sufficient understanding of the Gibbs cycle , can our service give you a fantastic paper for this model? If not, you should review the prior writing samples on this subject.

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Orientation and Mobility of Actin in Different Intermediate States of the ATP Hydrolysis Cycle

• Published: October 2005
• Volume 70 , pages 1136–1139, ( 2005 )

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• S. S. Khaimina 1 ,
• A. Wrzosek 2 ,
• R. Dabrowska 2 &
• Yu. S. Borovikov 1  

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Using polarization fluorimetry, we have investigated conformational changes of FITC-phalloidin-labeled F-actin in ghost muscle fibers. These changes were induced by myosin subfragment-1 (S1) in the absence and presence of MgADP, MgAMP-PNP, MgATPγS, or MgATP. Modeling of various intermediate states was accompanied by discrete changes in actomyosin orientation and mobility of fluorescent dye dipoles. This suggests multistep changes of orientation and mobility of actin monomers during the ATPase cycle. The most pronounced differences in orientation (∼4°) and in mobility (∼43%) of actin were found between the actomyosin states induced by MgADP and MgATP.

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Modulation of the Sliding Movement of Myosin-Driven Actin Filaments Associated with Their Distortion: The Effect of ATP, ADP, and Inorganic Phosphate

Structural transitions of F-actin upon ATP hydrolysis at near-atomic resolution revealed by cryo-EM

Felipe Merino, Sabrina Pospich, … Stefan Raunser

Electrostatic interaction map reveals a new binding position for tropomyosin on F-actin

Michael J. Rynkiewicz, Veronika Schott, … Stefan Fischer

Abbreviations

dithiothreitol

myosin subfragment-1

fluorescin isothiocyanate

5′-adenylylimidodiphosphate

adenosine 5′-O-(3-thiotriphosphate)

N,N′- p -phenylenedimaleimide

N-ethylmaleimide

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Institute of Cytology, Russian Academy of Sciences, Tikhoretsky pr. 4, 194064, St. Petersburg, Russia

S. S. Khaimina & Yu. S. Borovikov

Nencki Institute of Experimental Biology, Polish Academy of Sciences, 02093, Warsaw, Poland

A. Wrzosek & R. Dabrowska

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Correspondence to Yu. S. Borovikov .

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Translated from Biokhimiya, Vol. 70, No. 10, 2005, pp. 1376–1381.

Original Russian Text Copyright © 2005 by Khaimina, Wrzosek, Dabrowska, Borovikov.

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Khaimina, S.S., Wrzosek, A., Dabrowska, R. et al. Orientation and Mobility of Actin in Different Intermediate States of the ATP Hydrolysis Cycle. Biochemistry (Moscow) 70 , 1136–1139 (2005). https://doi.org/10.1007/s10541-005-0236-7

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Received : 17 May 2004

Revised : 13 July 2004

Issue Date : October 2005

DOI : https://doi.org/10.1007/s10541-005-0236-7

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