gibbs reflective cycle example essay social work

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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.

Gibbs’ Reflective Cycle Essay

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

Introduction

Description of the incident, application of gibbs’ cycle and discussion.

Gibbs’ Reflective Cycle is a powerful model that encourages people to think critically and systematically about their experiences, specific events, and occurrences. This approach makes it easier for them to identify the major causal factors and adjust their actions or behaviors accordingly. This model also supports the concept of lifelong learning. The purpose of this paper is to apply Gibbs framework to an incident that happened in midwifery practice.

The selected scenario for this discussion revolves around educating pregnant women about the importance of getting vitamins and iron supplements. The background of this incident is that a specific woman gave birth to a child with extremely low weight. The baby developed breathing problems and was immediately diagnosed with infant respiratory distress syndrome. This kind of medical condition occurs when an individual has immature lungs. Unfortunately, this newborn baby died two days after birth. A detailed inquiry into this happening revealed that the mother was not taking the recommended supplements during her pregnancy (Gagnon & Orellana, 2022). This example was a clear indication that many women were not taking the issue of nutrition into consideration, thereby exposing themselves and their unborn babies to numerous health challenges or risks.

Gibbs’ Reflective Cycle is an evidence-based self-reflection tool that can help people to examine their experiences and identify new measures for improving them and acquiring additional ideas (see Figure 1). This framework has become essential in the fields of nursing and healthcare delivery. It encourages people to identify both the negative and positive aspects of any given eventuality and learn from it.

Description

During the first stage, the involved individual will give a detailed description of the event without presenting any conclusions or personal insights (see Figure 1). The presented incident occurred when a newborn baby died two days later due to a respiratory condition triggered by or associated with low birth weight (Buakhai & Rithpho, 2019). Those involved provided adequate support to the baby after birth and the mother. All caregivers, practitioners, physicians, and midwives were part of the process to ensure that the child received adequate oxygen.

As part of the team involved in the midwifery process, I was moved by this event and sympathized with both the baby and the mother. I felt traumatized since such an incident could have been controlled or prevented. This becomes a learning point for all pregnant women and every person planning to have a child. My teammates, the mother’s family members and clinicians were unhappy because of this loss. They still maintained that such an event could have been avoided.

This midwifery incident occurred because the targeted woman had not appreciated the importance of vitamin and iron supplements during pregnancy. However, all participants and clinicians provided adequate and timely support throughout the period. They ensured that high-quality services were available to the newborn baby. Personally, I provided adequate care and guidance to the mother after she gave birth. I also updated her family members and relatives continuously. All other stakeholders ensured that the baby got timely medical attention (Dahl et al., 2020). From this event, I have learnt that the issue of nutrition is something that all people should never ignore. Childbearing women should go further to receive adequate supplements and vitamins if they are to give birth to healthy babies (Van Lonkhuijzen et al., 2022). This knowledge will encourage me to empower, educate and sensitize more individuals about such an event and how to prevent it.

Although this incident resulted in the death of an innocent baby, it can become a powerful model for guiding health professionals in the field of midwifery and public health experts to educate more women about the importance of vitamin and nutrient supplements during pregnancy. In future, I will always sensitize and inform every pregnant woman about the benefits of getting the right minerals and food materials. I will have to engage in lifelong learning in an attempt to learn more about the best nutrients that are appropriate for women during pregnancy. This knowledge will make it easier for me to prevent similar events.

Action Plan

The recorded incident has become a powerful model for ensuring that more women give birth to babies with average weights. The best action plan entails the implementation of a program that educates women about the importance of taking vitamin supplements during birth. The campaign should be designed in such a way that it encourages all beneficiaries to inform their friends, neighbors, and relatives. Similar programs should be available to all women seeking prenatal health services. The introduction of evidence-based measures will prevent the reoccurrence of a similar incident.

The above discussion has described how Gibbs’ cycle can guide medical professionals to address most of the problems that might occur during the delivery of health services. The described incident becomes a meaningful case study for overcoming various sentinel events in midwifery. Pregnant women should receive timely guidance and take the required minerals and vitamin supplements in order to give birth to healthy babies.

Buakhai, P., & Rithpho, P. (2019). Reflections of positive experiences in midwifery and nursing of maternal-newborn education in Thailand: Lessons learned from Naresuan University . Journal of Health and Caring Sciences , 1(2), 110-117.

Dahl, B., Heinonen, K., & Bondas, T. (2020). From midwife-dominated to midwifery-led antenatal care: A meta-ethnography . International Journal of Environmental Research and Public Health , 17(23), 8946.

Gagnon, R. F., & Orellana, P. (2022). Humanization of birth, women’s empowerment, and midwives actions and knowledge: Experiences from Quebec and Chile . Saúde Em Debate , 46(135), 987-998.

MindTools. (n.d.). Gibbs Reflective Cycle .

Van Lonkhuijzen, R. M., Cremers, S., De Vries, J. H. M. J., Feskens, E. J. M., & Wagemakers, M. (2022). Evaluating ‘Power 4 a Healthy Pregnancy’ (P4HP)–protocol for a cluster randomized controlled trial and process evaluation to empower pregnant women towards improved diet quality . BMC Public Health , 22(1).

• Disorders of the Reproductive Systems
• Postnatal Care and Prematurity Management
• Gibbs’s Reflective Cycle and Borton’s Model of Reflection
• The Topic of Diagnostic Measures
• Differences in Midwifery Certificates in the United States
• The Safety and Quality of Abortion Care in the United States
• Advanced Pharmacology: Birth Control for Smokers
• Teenage Pregnancy Rates and Prevention Programs
• Positive Outcomes in Breastfeeding Women Who Receive Counseling
• Health Promotion and Nutrition During Pregnancy
• Chicago (A-D)
• Chicago (N-B)

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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)

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

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

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

What is the Gibbs Reflective Cycle?

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

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

Gibbs' model is similar to the Start-Stop-Continue retrospective, which focuses on identifying actions to start, stop, or keep doing . The purpose of the Gibbs Reflective Cycle is to gain valuable insights and improve decision-making in the future.

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

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

• Description
• Action Plan 

1. Description

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

2. Feelings

The second step in the Gibbs Reflective Cycle is to explore your emotions during the experience in question. Here, you will note the positive and negative feelings you had during the experience. Identifying and acknowledging emotions is critical to gaining a deeper understanding of the situation. This process, often referred to as emotional agility , helps you navigate your emotions effectively, allowing for more adaptive responses.

3. Evaluation 

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

4. Analysis

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

5. Conclusion

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

6. Action Plan

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

Gibbs Reflective Cycle Example

Below is an example of each stage of Gibbs' Reflective Cycle, using it to reflect on a project meeting that didn't go as planned.

• Description: what happened?

We had a project meeting to finalize the timeline and assign tasks. But it went overtime, we didn't make key decisions, and everyone seemed frustrated and disengaged .

• Feelings: what were you thinking and feeling?

I felt anxious because we weren’t making decisions, and frustrated because the meeting agenda wasn't followed. I also noticed others seemed checked out.

• Evaluation: what was good and bad about the experience?

Good: Some team members shared valuable insights, and we had a good initial discussion about project goals.

Bad: The meeting lacked structure, key decisions weren't made, and the atmosphere was tense and unproductive.

• Analysis: what sense can you make of the situation?

The meeting was unproductive because there was no clear agenda or time management . Team members were probably frustrated because they didn’t understand their roles or the meeting’s objectives. Poor communication and facilitation were major issues.

• Conclusion: what else could you have done?

I could have prepared a detailed agenda and shared it with the team beforehand. Setting clear and realistic goals for the meeting and allocating time for each item might have kept us on track. Encouraging everyone to participate could have also helped.

• Action plan: if it happened again, what would you do?

For future meetings, I will:

• Create and share a detailed agenda in advance.
• Set specific goals for what we need to achieve.
• Allocate time for each agenda item.
• Encourage everyone to participate and share their opinions.
• Follow up with a summary and clear action items.

Reflecting on this using Gibbs Reflective Cycle helps me see what went wrong and how to improve future meetings to make them more productive and engaging.

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

Step 1: Pick the Situation and Detail What Happened

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

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

Step 2: Explore Feelings and Reactions

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

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

Step 3: Evaluate What Worked and What Didn’t

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

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

Step 4: Determine the Root Cause of the Situation

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

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

Step 5: Summarize What Happened and What Was Learned

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

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

Step 6: Create An Action Plan

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

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

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6.2 Gibb’s reflective cycle

Alternatively, other theorists have broken down the cycle into further stages, an example of which is Gibb’s reflective cycle, see Figure 4.

Six boxes arranged in a circular cycle with arrows in a clockwise direction. Top left: Experience What happened? Top right: Feelings What were you feeling? Right: Evaluation What was good/bad about the situation? Bottom right: Analysis To make sense of the situation. Bottom left: Conclusion What else could you have done? Left: Action plan What would you do next time?

Gibb’s model acknowledges that your personal feelings influence the situation and how you have begun to reflect on it. It builds on Boud’s model by breaking down reflection into evaluation of the events and analysis and there is a clear link between the learning that has happened from the experience and future practice.

However, despite the further break down, it can be argued that this model could still result in fairly superficial reflection as it doesn’t refer to critical thinking / analysis or reflection. It doesn’t take into consideration assumptions that you may hold about the experience, the need to look objectively at different perspectives, and there doesn’t seem to be an explicit suggestion that the learning will result in a change of assumptions, perspectives or practice. You could legitimately respond to the question ‘What would you do next time?’ by answering that you would do the same, but does that constitute deep level reflection?

Gibbs Reflective Cycle – A Practical Guide

• Matthew Channell
• November 14, 2023

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Home » The TSW Blog » Leadership and Management » Gibbs Reflective Cycle – A Practical Guide

Understanding and leveraging the Gibbs Reflective Cycle is crucial in the quest to become an impactful leader. 

This powerful tool offers a structured approach to personal and professional growth through reflective practice, enabling leaders to transform experiences into valuable lessons and future outcomes.

In this article, you will learn about :

• The six pivotal stages of Gibbs Reflective Cycle and their significance.
• Practical applications of the Gibbs model in various situations and scenarios.
• How to integrate reflective practice into your leadership style for continuous improvement.
• BONUS: You can download a Gibbs Reflective Cycle Template for free

What is the Gibbs Reflective Cycle?

Gibbs’ Reflective Cycle is more than just a theoretical model (which is why we like it); it’s a practical tool that empowers leaders and professionals to turn their experiences into actionable insights.

Developed by Professor Graham Gibbs, the reflective cycle comprises six stages that you can use to guide you through a structured process of reflection.

By engaging with each stage — Description, Feelings, Evaluation, Analysis, Conclusion, and Action Plan — you’ll gain a deeper understanding of your experiences, enhancing your leadership skills, decision-making ability, and emotional intelligence .

This cycle encourages a review of events and a critical analysis of emotions and reactions, providing a comprehensive framework for self-improvement and personal and professional growth.

Embrace Gibbs’ Reflective Cycle to refine your leadership approach, learn from your experiences, and foster a culture of continuous improvement within your team.

Professor Graham Gibbs: The Mind Behind the Reflective Cycle

Professor Graham Gibbs, an esteemed American psychologist and sociologist, is famous for his significant influence on teaching, learning methods, and assessment.

His pioneering work in 1988, the book ‘ Learning by Doing: A Guide to Teaching and Learning Methods ,’ revolutionised teaching methods in education. In this work, Gibbs’ theory of reflection stresses the vital role of hands-on experience and active experimentation in learning.

Collaborating with Bob Farmer and Diana Eastcott, Gibbs pointed to the critical nature of reflection in the learning journey. And, with that, he offers the reflective cycle, an innovative tool that can deepen understanding and enhance skill development through introspection.

Embracing this model and its six stages can be transformative, enabling learners and leaders alike to evolve continuously from their experiences.

What are the six stages of Gibbs’ reflective cycle?

The stages of the Gibbs cycle are:

• Description
• Action plan

Gibbs Reflective Cycle Diagram

Gibbs Reflective Cycle 1988

Gibbs Reflective Model Stages: In-Detail

Let’s look at each stage of the reflective model and explore some examples of the Gibbs model of reflection in action.

#1. Description: Your First Step in Reflection

As you begin with Gibbs’ Reflective Cycle, the Description stage is where you set the stage for insightful reflection. It involves describing the situation exactly as it occurred without adding interpretations or emotional responses.

Here’s what you need to do:

• Context : Identify where and when your event took place. Was it during a meeting, a project, or a casual interaction?
• Participants : List who was involved. Consider everyone who played a part, no matter how small.
• Sequence of Events : Detail what happened in the order it occurred. Think of it as narrating a story, just the facts.
• Purpose : Reflect on the reason behind the event. What was the goal or intention at that time?
• Outcome : Conclude with what resulted from the situation. What was the end result?

Remember, at this stage of the reflective process, you focus on painting a clear and accurate picture of the event, free from personal interpretation or emotional bias.

A Description Stage Example

Imagine you’re reflecting on a critical team meeting you had for a new project launch.

• Start by detailing the setting: a conference room on a Tuesday morning.
• Describe the agenda: discussing project roles, timelines, and deliverables.
• List the participants: project manager, team leads, and marketing representatives.
• Recount the key discussions: assigning tasks, setting deadlines, and addressing concerns about resource allocation.
• Conclude with the meeting’s outcome: decisions made, action items assigned, and any unresolved issues.

This detailed, objective description sets the stage for a deeper, more insightful reflection in the following stages.”

#2. Feelings: Dive into Your Emotional Response

In this stage, you’ll explore the emotional aspect of your experience, which will call for some self-reflection and self-awareness . Here’s what to focus on:

• Initial Emotions : Think back to the moment of the event. What emotions were you experiencing? Try to recall your first gut reaction.
• Subsequent Feelings : After the event, how did your emotions shift? Reflect on any changes in your feelings as time passed.
• Impact on Others : Now, put yourself in the shoes of others involved. How might they have felt? Observe any reactions or feedback you noticed.

A Feelings Stage Example

Consider a scenario where you were part of a heated project meeting.

Initially, you might have felt defensive when your ideas were questioned. Your heart raced, and you were quick to justify your stance.

However, after the meeting, as you reflect, you start to see the situation differently. You realise that your colleagues’ challenges aimed to refine the project, not discredit your contributions.

This shift from defensiveness to understanding illustrates the importance of acknowledging and reflecting on your emotional journey in the Feelings stage of the cycle.

#3. Evaluation: Objectively Assessing the Situation

This stage is all about objectively evaluating the experience. Let’s break it down:

• Positives and Negatives : Reflect on the event. What aspects went well, and which didn’t? Try to be as unbiased as possible in your assessment.
• Overall Experience : Consider the experience as a whole. Was it generally positive or negative, and why do you feel that way?
• Your Role : Think critically about your own actions. How did what you did contribute to both the successes and challenges of the situation?

An Evaluation Stage Example

Imagine you’ve completed a project successfully, meeting all key deliverables and client expectations. However, during your reflection, you notice areas for improvement.

While the end result was commendable, the journey there revealed some communication gaps. Team updates were not always timely, leading to confusion and last-minute rushes.

This evaluation highlights a successful project outcome and underscores the need for better communication strategies to streamline future projects and reduce unnecessary stress.

#4. Analysis: Delving Deeper into the Experience

Now, it’s time to analyse the event more deeply. Focus on understanding the ‘why’ and ‘how’:

• Reasons Behind Outcomes : Reflect on why things turned out the way they did. What were the driving factors behind the positive or negative outcomes?
• Theoretical Connections : Can you link any theories or models to your experience? This can provide a deeper insight into your actions and their consequences.
• Alternate Scenarios : Imagine different actions you could have taken. How might these have changed the outcome?

An Analysis Stage Example

Let’s say you experienced a team conflict over project priorities.

In analysing this situation, you apply communication theories like the Transactional Model, which emphasises the dynamic nature of communication and feedback loops.

You realise that the conflict stemmed from different interpretations of project goals.

Reflecting on this, you consider alternative strategies, such as using a structured decision-making framework in future meetings to align everyone’s understanding and expectations.

This analysis helps you see how applying theoretical models and considering other approaches could have mitigated the conflict, providing valuable insights for managing similar situations in the future.

#5. Conclusion: Drawing Learnings from Your Experience

At this juncture, you’ll derive valuable lessons from the entire process. Your conclusion will help you consolidate what you’ve learned from the experience and develop strategies to apply in future situations.

Here’s how to approach your conclusion:

• Key Learnings : Reflect on what you’ve learned from this experience. What insights have you gained about yourself, others, or the situation?
• Possible Improvements : Think about what could have been done differently. Identify any missed opportunities or areas for personal growth.
• Skills for the Future : Consider what skills or knowledge could help you handle similar situations better in the future.

A Conclusion Stage Example

Imagine reflecting on a project that experienced significant delays.

Upon concluding your reflection, you recognise that these delays were largely due to last-minute changes and unclear task delegations.

You conclude that implementing a more robust project timeline and clear communication channels for change requests could significantly improve efficiency.

Additionally, you identify the need for regular team check-ins to ensure everyone is on track and that any potential delays are addressed promptly.

This conclusion highlights specific areas for improvement and sets a clear direction for enhancing project management strategies in future endeavours.

#6. Action Plan: Preparing for Future Application

In this final stage, you’ll create a plan for future situations. Let’s take a look at how you can do this:

• Implementing Changes : Based on your reflections, what specific actions will you take next time? Outline clear steps you plan to implement.
• Preventive Strategies : Consider how you can prevent negative outcomes in similar future scenarios. What practices or strategies will you adopt?
• Applying Insights : Consider using the insights gained to benefit your future experiences and leadership approach.

An Action Plan Example

Suppose you’re reflecting on a recent misunderstanding within your team due to unclear project guidelines. To prevent such issues in the future, you decide to create a detailed action plan.

First, you plan to develop a comprehensive communication protocol that clearly documents project guidelines and roles.

Second, you will implement bi-weekly check-ins with the team to ensure clarity and address any early concerns.

Finally, you commit to attend a workshop on effective communication to improve your skills . This action plan addresses the immediate issue and focuses on long-term improvements in team dynamics and your personal development.

Taking Action

The point of all this reflection is to use your reflective observations to learn and implement change. So, when creating your plan, it’s important to be systematic and practical.

Here are some tips on nailing your action plan:

• Document Your Plan: Select a medium that works best for you, whether it’s a digital tool like a project management app, a journal, or a simple notepad. The key is to use something you’re comfortable with and will regularly check.
• Set SMART Goals: Your action plan should include SMART goals – Specific, Measurable, Achievable, Relevant, and Time-bound. This framework ensures your goals are clear and attainable within a specific timeframe.
• Write Detailed Steps: Break down each goal into smaller, actionable steps. This makes your plan more manageable and easier to follow.
• Review and Adjust: Regularly review your action plan. Be open to making adjustments as needed, especially if circumstances change or if certain strategies aren’t working as expected. It’s called a reflective ‘cycle’ for good reason!
• Accountability: Consider sharing your plan with a mentor, colleague, or friend who can provide support and hold you accountable.

By following these steps, you can create a detailed and effective action plan that reflects your learnings and sets a clear path for future growth and improvement.

BONUS: Gibbs Reflective Cycle Template

We have just the thing if you’re looking for a simple template to use when recording your reflections.

As well as giving you a place to record your reflections, we have included some example questions (for each stage) to give you a nudge in the right direction. You can always come up with some helpful questions of your own.

Click here to download our Gibbs reflective model template.

How can leaders use the Gibbs Model of Reflection?

Reflective practice is a powerful tool for leaders, offering an opportunity to grow from every experience. By critically analysing their actions and decisions, leaders can uncover valuable insights that drive personal and professional development.

In fact,  Studies in Korea have found that using critical thinking and reflection improves communication and confidence at work . By using Gibbs’ reflective cycle to learn from experience and develop your skills

Team Benefits from Reflective Leaders

Great leaders can encourage team members by demonstrating they can reflect on their own actions. In doing so, they can acknowledge where they make mistakes and turn a negative situation into a positive one .

Professional Benefits from Reflective Practice

Reflecting on your leadership style and identifying the skills you need to grow will almost certainly enhance your personal development and help you contribute to a successful business.

Become a better leader by using critical reflection regularly. Use it to focus on your own actions and seek feedback from others in your team, too.

Reflective practice solves immediate problems and contributes to long-term growth and your team’s overall success. It’s a win-win!

Gibbs Reflective Cycle Pros and Cons

As with any model, Gibbs’ reflective cycle has several advantages and disadvantages.

Advantages:

• Versatility : Gibbs’ cycle is adaptable to various professions and industries, making it a universally applicable tool.
• User-Friendly : The structured, step-by-step approach is straightforward and easy for anyone to follow.
• Flexible Timing : It allows for reflection at your own pace, fitting into various schedules and time constraints.

Disadvantages:

• Limited External Input : The model primarily focuses on personal reflection and may overlook the value of external feedback and perspectives.
• Self-Motivation Required : It demands a high degree of self-discipline and motivation to engage thoroughly in the process.
• Self-Evaluation Challenge : Providing honest and constructive feedback to oneself can be challenging and might require developing specific skills in self-assessment .

While its advantages include versatility, ease of use, and flexibility, the model also presents challenges like the need for self-motivation and limited external input.

Despite the negative aspects and limitations, the Reflective Cycle offers you a structured and effective approach to personal and professional growth and team development.

In fact, if you combine it with other (actionable) models and tools, such as the Blake Mouton grid and self-awareness tests/assessments, you will gain a more holistic view of situations you encounter. As a result, you’ll stand out as a leader who is self-aware, reflective and committed to growth.

Take our free emotional intelligence test today and get a detailed report with targeted tips and techniques to skyrocket your EQ.

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Nurses and Midwives Reflection Process

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

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

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

Let’s Get Started

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

Look at the Gibbs Model flow chart above –

Stage 1 – Description (Pure Facts)

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

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

Stage 2 – Description – (Feelings)

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

Stage 3 – Evaluation

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

Stage 4 – Analysis

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

Stage 5 – Conclusions

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

Stage 6 – Now What? (Action)

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

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

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

Example Reflection –  Sadly, a real story!

Night duty drug round.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Further information.

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

Other of my real stories here:

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

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

Thanks for reading and good luck in your career. J

Working Well Solutions

Health and Safety Information and Advice

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• MD – Jane Coombs

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