- Back to Other
GIBBS reflection - Other bibliographies - in Harvard style
These are the sources and citations used to research GIBBS reflection. This bibliography was generated on Cite This For Me on Sunday, July 30, 2017
Bulman, C. and Schutz, S.
Reflective practice in nursing, 2013 - wiley blackwell - chiscester west sussex.
In-text: (Bulman and Schutz, 2013)
Your Bibliography: Bulman, C. and Schutz, S., 2013. Reflective Practice in Nursing . 5th ed. Chiscester West Sussex: Wiley Blackwell, p.5.
Learning by Doing: A Guide to a Teaching And Learning Methods
1988 - further educational unit - oxford,polytechnic.
In-text: (Gibbs, 1988)
Your Bibliography: Gibbs, G., 1988. Learning by Doing: A Guide to a Teaching And Learning Methods . Oxford,Polytechnic: Further Educational Unit.
Raynor, M. D., Marshall, J. E. and Sullivan, A.
Decison making in midwifery practice, 2005 - elsever,churchill livingstone - united kingdom.
In-text: (Raynor, Marshall and Sullivan, 2005)
Your Bibliography: Raynor, M., Marshall, J. and Sullivan, A., 2005. Decison making in Midwifery Practice . 1st ed. United Kingdom: Elsever,Churchill Livingstone, p.149.
Robotham, A. and Frost, M.
Health visiting ; specialist community public health nursing, 2005 - harcourt publisher limited - china.
In-text: (Robotham and Frost, 2005)
Your Bibliography: Robotham, A. and Frost, M., 2005. Health Visiting ; Specialist Community Public Health Nursing . 2nd ed. China: Harcourt Publisher Limited, p.277.
Save Time and Improve Your Marks with Cite This For Me
10,587 students joined last month!
- ✔ Save your bibliographies for longer
- ✔ Quick and accurate citation program
- ✔ Save time when referencing
- ✔ Make your student life easy and fun
- ✔ Pay only once with our Forever plan
- ✔ Use plagiarism checker
- ✔ Create and edit multiple bibliographies
- Article citations
- Biomedical & Life Sci.
- Business & Economics
- Chemistry & Materials Sci.
- Computer Sci. & Commun.
- Earth & Environmental Sci.
- Medicine & Healthcare
- Physics & Mathematics
- Social Sci. & Humanities
Journals by Subject
- Biomedical & Life Sciences
- Chemistry & Materials Science
- Computer Science & Communications
- Earth & Environmental Sciences
- Social Sciences & Humanities
- Paper Submission
- Information for Authors
- Peer-Review Resources
- Open Special Issues
- Open Access Statement
- Frequently Asked Questions
Publish with us
Article citations more>>.
Gibbs, G. (1998) Learning by Doing: A Guide to Teaching and Learning Methods. Oxford Brooks University, Oxford.
has been cited by the following article:
TITLE: Relationship between Reflective Practice Skills and Volume of Writing in a Reflective Journal
KEYWORDS: Reflective Journal , Public Health Nursing Student , Reflective Skill
JOURNAL NAME: Health , Vol.10 No.3 , March 15, 2018
ABSTRACT: Background: According to the diversification of the health needs and the expansion of health disparities, public health nurses need to improve their practical capabilities, starting from basic education in graduate and undergraduate courses. And Reflective Practice with using reflective journal is one way of improving practical capabilities. The purpose of this study was to investigate the relationship between the volume of reflective journal and the quality of progress in the reflective cycle. Methods: The participants in this study were 20 junior students majoring in public health nursing (hereinafter “PHN students”) at a university in the Chugoku area, Japan. We asked the participants to answer the questions on Reflective Practice Skills (RPS) composed of six criteria corresponding to the six questions of Gibbs on the reflective cycle before and after they started writing RJ. The volume of reflective writing was measured by the number of characters written by the PHN students in RJ of the reflective practice for three months. The study plan was approved by the Ethics Committee for Nursing Study, Okayama University. Results: Although the average total RPS score showed a change of about 3 points as a result of the 3-month RJ writing exercise, no correlation was observed between the RPS score and the RJ writing volume (r = 0.175). However, we did observe a moderately positive correlation between the RPS score and the RJ writing volume with regard to Items 5 and 6 (r = 0.475 and r = 0.444, respectively). Conclusion: This study indicated that detailed RJ writing helps to complete the reflective cycle all the way to theorization and action planning, and that the volume of writing may serve as a criterion for qualitative evaluation.
- Open Access Articles Active Teaching Approach: Teaching and Learning Methods on Historical and Cultural Theory Maria Eliza Mattosinho Bernardes Creative Education Vol.5 No.10 , June 19, 2014 DOI: 10.4236/ce.2014.510086
- Open Access Articles The Application of Multimedia Technology and Situational Teaching Method in English Classroom of Grade 6 in Primary Schools—Taking the Teaching Design of Unit 1, Volume 2 of Grade 6 in Oxford Shanghai Edition as an Example Yueyue Lin Open Access Library Journal Vol.9 No.2 , February 21, 2022 DOI: 10.4236/oalib.1108387
- Open Access Articles The Application of Mind Mapping in English Foreign Language Teaching: A Case Study of Unit 1 Great Cities in Asia of the English Textbook for Grade Six (Oxford Shanghai Edition) Yufan Liang Open Access Library Journal Vol.9 No.3 , March 16, 2022 DOI: 10.4236/oalib.1108523
- Open Access Articles A Photo-Based Environmental History of the Use of Climbing Plants in Central Oxford, UK Mary J. Thornbush International Journal of Geosciences Vol.4 No.7 , September 16, 2013 DOI: 10.4236/ijg.2013.47102
- Open Access Articles Active Learning Methods—An Analysis of Applications and Experiences in Brazilian Accounting Teaching Adriana Maria Procópio de Araujo, Vilma Geni Slomski Creative Education Vol.4 No.12B , December 30, 2013 DOI: 10.4236/ce.2013.412A2004
- Journals A-Z
- Publication Fees
- For Authors
- Peer-Review Issues
- Special Issues
- Manuscript Tracking System
- Translation & Proofreading
- Volume & Issue
- Open Access
- Publication Ethics
- Schools & departments
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.
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.
- 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'
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'
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.
Gibbs G (1988). Learning by Doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford.
Academic Support for Nursing Students
Disclaimer: This reflective essay has been written by a student and not our expert nursing writers. View professional sample reflective essays here.
View full disclaimer
Any opinions, findings, conclusions, or recommendations expressed in this reflective essay are those of the author and do not necessarily reflect the views of NursingAnswers.net. This reflective essay should not be treated as an authoritative source of information when forming medical opinions as information may be inaccurate or out-of-date.
Gibbs Reflective Cycle
Info: 95 words (0 pages) Reflective Nursing Essay Published: 26th Oct 2021
Tagged: gibbs reflective cycle gibbs reflective cycle
Cite This Work
To export a reference to this article please select a referencing stye below:
- Reflective Essay Service
- Dissertation Writing Service
- Essay Writing Service
Content relating to: "gibbs reflective cycle"
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.
Reflective Essay On Pressure Sore Nursing Essay
My aim of this essay is to reflect on my learning outcome pressure sore care and management. Pressure sores also known as decubitus ulcers. ...
Nursing Essays - Therapeutic Relationship Patient
Introduction Within the context of healthcare one of the most important factors is the establishment of an effective therapeutic relationship between the nurse and patient (Foster & Haw...
Skills Development for Child Nursing Course
Provide an in-depth reflective account that demonstrates how learning, during the three years of the child nursing course, has been achieved in relation to two areas of your practice which has inform...
DMCA / Removal Request
If you are the original writer of this reflective essay and no longer wish to have your work published on the NursingAnswers.net website then please:
Our academic writing and marking services can help you!
- Marking Service
- Samples of our Work
- Full Service Portfolio
Study for free with our range of nursing lectures!
- Drug Classification
- Emergency Care
- Health Observation
- Palliative Care
- Professional Values
Write for Us
Do you have a 2:1 degree or higher in nursing or healthcare?
Free resources to assist you with your nursing studies!
- APA Citation Tool
- Example Nursing Essays
- Example Nursing Assignments
- Example Nursing Case Studies
- Reflective Nursing Essays
- Nursing Literature Reviews
- Free Resources
- Reflective Model Guides
- Nursing and Healthcare Pay 2021
Search Support Articles
*You can also browse our support articles here >
A complete list of references cited in this RLO is below. You'll need to scroll down the page to see them all. You can also download the reference list as a PDF file for easy printing and portability.
Action Learning Associates website: http://www.actionlearningassociates.co.uk/ [accessed 4/11/08].
Allin & Turnock 2007 pdf extract pp8-9/19 from http://www.practicebasedlearning.org/resources/materials/docs/Reflection%20Work%20Based%20Supervisors.doc
Ammerman M, The Root Cause Analysis Handbook A Simplified Approach to Identifying,Correcting and Reporting Workplace Errors (Quality Resources, New York, 1998)
Aubeeluck, A. (2006) 'Capturing the Huntingdon's Disease Spousal Carer Experience' in Dementia Buchanan, H. p.107, vol 5 (1) 95-116
Baulcomb JS. (2003) Journal of Nursing Management . 11(4):275-80. Management of change through force field analysis.
Beauchamp TL, Childress JF (1986): Principles of Biomedical Ethics. Oxford University Press.
Bond M, Holland S (1998) Skills of Clinical Supervision for Nurses. Buckingham: Open University Press.
Borton, T. (1970) Reach, Touch and Teach. London:Hutchinson.
Boud, D., Cressey, P. and Docherty, P. (Eds.)(2006). Productive Reflection at Work: Learning for Changing Organisations. London: Routledge.
British Association for Counselling & Psychotherapy (BACP): http://www.bacp.co.uk/ [accessed 4/11/08].
Businessballs.com SWOT tool: http://www.businessballs.com/swotanalysisfreetemplate.htm [accessed 4/11/08].
Burns S and Bulman C (2000): Reflective practice in nursing. Oxford: Blackwell Science
Buzan, T. (2002) How to Mind Map. London: Thorsons.
Buzan T. World “Mind Maps” http://www.buzanworld.com/Mind_Maps.htm [accessed 19/11/08].
Carper, B. (1978) Fundamental Patterns of Knowing in Nursing, in Advances in Nursing Science 1(1): 13-23
Clark, A (2001). Untitled. Unpublished. At the time of writing, Alison Clark is a registered nurse and lecturer at the University of Nottingham.
Colquhoun, G "Playing God: Poems about Medicine": Playing God by Glenn Colquhoun (2002) Paperback 94pp Steele Roberts, New Zealand.
Conway J. (1994) Reflection, the art and science of Nursing and the theory practice gap. British Journal of Nursing 3(1) 77-80.
Driscoll, J. (2007) Practising Clinical Supervision: A Reflective Approach for Healthcare Professionals. 2nd ed. Edinburgh: Bailliere Tindall Elsevier
Evans, G (2007) Counselling Skills for Dummies. John Wiley and Sons, London.
Fowler et al 1998: Fowler, J; Chevannes, M. (1998) Evaluating the Efficacy of Reflective Practice within the Context of Clinical Supervision. Journal of Advanced Nursing. 27 (2) 379 - 382.
Gibbs, Graham. (1988) Learning by doing: A guide to teaching and learning Oxford: Oxford Centre for Staff and Learning Development. Available online at http://www2.glos.ac.uk/gdn/gibbs/index.htm [Accessed 8 April 2008]
Hogston, R. and Simpson, P.M. (1999) Foundations of Nursing Practice. London: Palgrave Macmillan
Jarvis P. (1992) Reflective practice and nursing, in Nurse Education Today, Vol. 12, No 3, pp 174-181
Johns, C. (2006) Engaging Reflection in Practice- a narrative approach Oxford Blackwell Publishing.pp.42
Jones, T; Cawthorn, S (2007) What is Clinical Audit? What is Series Vol 4 (1) [online] Available at: http://www.evidence-based-medicine.co.uk/ebmfiles/WhatisClinAudit.pdf Accessed: 7/04/08
Kolb, David A. (1984) Experiential learning: experience as a source of learning and development.New Jersey: Prentice-Hall.
McClure 2005 (from helping others slide): McClure P (2005) Reflection on Practice. http://www.practicebasedlearning.org/resources/materials/docs/reflectiononpractice.pdf also have pdf called mcclure 2005
Mindtools.com SWOT tool: http://www.mindtools.com/pages/article/newTMC_05.htm [accesssed 4/11/08].
Mindtools.com Forcefield Analysis tool: http://www.mindtools.com/pages/article/newTED_06.htm [accessed 4/11/08].
Morrell, C. (1999) The clinical audit handbook : improving the quality of health care / Clare Morrell, Gill Harvey ; foreword by Alison Kitson. London : Baillière Tindall
National Patient Safety Agency (NSPA) website: http://www.npsa.nhs.uk/patientsafety/improvingpatientsafety/patient-safety-tools-andguidance/rootcauseanalysis [accessed 4/11/08].
NMC (2008) The Code: Standards of conduct, performance and ethics for nurses and midwives.London: Nursing and Midwifery Council. Available online at http://www.nmc-uk.org [accessed November 2008].
Patient Voices Programme. Emma Allen’s Story. Copyright 2008 Pilgrim Projects Limited. Available at: http://www.patientvoices.org.uk . All material used under a Creative Commons Attribution-NonCommercial-NoDerivs 2.5 License (see http://creativecommons.org/licenses/by-nc-nd/2.5 ) [accessed 19/11/08].
Pfund, R. (2005) Our Little Baby Brother. Unpublished. At the time of writing, Rita Pfund is a paediatric nurse lecturer at the University of Nottingham.
Piercy, Nigel and Giles, William (1989) Making swot analysis work (photocopy resource held by University of Nottingham Medical library)
Proctor, B (2001) Training for the Supervision Alliance; attitude, skills and intention. In: Cutcliffe,J; Butterworth, T; Proctor, B (eds) (2001) Fundamental Themes in Clinical Supervision. Pp25 – 46 London Routledge.
Rolfe, G., Freshwater, D., Jasper, M. (2001) Critical Reflection for Nursing and the Helping Professions: a User’s Guide. Basingstoke: Palgrave
Schön, D.A. (1983) The Reflective Practitioner: How Professionals Think in Action. London:Temple Smith
Skills for Health is the Sector Skills Council (SSC) for the UK health sector: www.skillsforhealth.org.uk [accessed 4/11/08]
Southampton Solent University (2008) Fact Sheet: Mind Maps. Updated August 2008. http://portal-live.solent.ac.uk/library/leaflets/resources/US29.pdf . Accessed November 2008. Taylor, B.J. (2000) Reflective Practice: A Guide for Nurses and Midwives. Buckingham : Open University Press
University of Nottingham Counselling service: http://www.nottingham.ac.uk/counselling [accessed 4/11/08]
Your Bibliography: Gibbs, G., 1988. Learning by Doing: A Guide to a Teaching And Learning Methods. Oxford,Polytechnic: Further Educational Unit.
Your Bibliography: Gibbs, G., 1988. Learning By Doing: A Guide To A Teaching And Learning Methods. Oxford, Polytechnic: Further Educational Unit
Gibbs' Reflective Cycle, (adapted from Gibbs, 1988).
Article citationsMore>>. Gibbs, G. (1998) Learning by Doing: A Guide to Teaching and Learning Methods. Oxford Brooks University, Oxford.
Gibbs' Reflective Cycle was developed by Graham Gibbs in 1988 to give structure to learning from experiences. It offers a framework for
Cite This Work. To export a reference to this article please select a referencing stye below: APA; MLA; MLA-7; Harvard; Vancouver
Applying the Gibbs' Reflective Model. 'It is not sufficient simply to have an experience in order to learn. Without reflecting.
Conway J. (1994) Reflection, the art and science of Nursing and the theory practice gap. British Journal of Nursing 3(1) 77-80.
Share: Facebook Twitter Reddit Links Cycle of Gibbs Reflection in 1988 by Graham Gibbs to ensure the structure
gibbs reflective cycle - Literature bibliographies - in Harvard style.
One of the key things about Gibbs is the acknowledgement of the importance of Feelings in reflection. He also separates out. Evaluation - what went well as well