gibbs reflective cycle dissertation

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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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Reflective writing: Gibbs

• What is reflection? Why do it?
• What does reflection involve?
• Reflective questioning
• Reflective writing for academic assessment
• Types of reflective assignments
• Differences between discursive and reflective writing
• Sources of evidence for reflective writing assignments
• Linking theory to experience
• Reflective essays
• Portfolios and learning journals, logs and diaries
• Examples of reflective writing
• Video summary
• Bibliography

On this page: ​​

Gibbs' framework “emphasises the importance of being able to generalise, to transfer knowledge and insights gained from one situation to another ” Williams et al., Reflective Writing

Gibbs' Reflective Cycle

Similar to Kolb's Learning Cycle , Gibbs (1988) Reflective Cycle also provides a structure for a reflective essay.

The structure of a piece of reflective writing, whether it be an essay or learning log entry, might consist of six components or paragraphs that follow Gibb’s cycle:

Model of Gibbs' Reflective Cycle

Criticism of this framework

Don't let it put you off using Gibbs' Reflective Cycle, but do take into account that there has been some criticism about it's lack of depth. For example, the Open University suggest the following:

Despite the further breakdown, 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?

Open University (2014) in  OpenLearn

The Reflective Cycle has six distinctive stages, leading from a description of the event/experience through to conclusions and consideration for future events.

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Gibb’s Reflective Cycle: Analysis Essay

Description.

I am referring to the incident that occurred as I was placed in the rehabilitation ward. There was an elderly female patient, and I was requested to assist her in taking a bath. I will refer to the patient as Mrs. A to maintain confidentiality. When I proceeded to give care to the patient, she was already sited in a wheelchair. I first introduced myself to the patient and asked her questions, such as if she could bathe herself to assess if she could do it herself. She said yes, but she needed me there in case she needed any help. I helped her stand in the wheelchair and helped her undress. She requested I allow her to proceed with the showering process. For the first minute, she was doing well, and then I heard a falling thud. I dashed in and saw the patient lying on the floor unconscious. I quickly pressed the emergency button, and the emergency team arrived in a few minutes to assist me with the patient.

Reflecting on the incident, I felt that I did not act in the best interest as I was supposed. I am supposed to be answerable for my actions in cases of decision-making, giving advice and directives for my practice. I felt that I would have controlled the occurrence of the situation by performing extra patient assessments on their state of health to avoid the fall occurrence.

The doctors and the nurses commended me for taking responsibility for pressing the emergency button that allowed the team to come to the assistance of attending to the patient reasonably, avoiding major injuries and complications to the patient. Unfortunately, the patient suffered from small bruises on her hand and head, but there was no fractured bone injury. Areas of improvement are that I should have done an intensive assessment of the patient’s situation before accepting her request to shower herself.

Based on my analysis, the occurrence of the event would have been prevented if the proper evaluation and assessment of the patient’s condition. Proper communication between the patient and the nurses is essential to identify areas of challenge. The occurrence was a mind-opening encounter to me that nurses should be more task-oriented rather than patient-centered (Liu et al., 2022). The welfare and safety of the patients are supposed to be an area of great concern during caregiving. Patient falls common challenges experienced n health and care institutions. The major causes of such accidents are medical conditions, dizziness, and physical conditions such as amputation (Rashid, 2019). Whatever the case, the patient should be prevented by performing appropriate assessments and interventions.

Gibbs’ Reflective Cycle is essential in providing assessments and evaluations for a patient. The process entails six stages of exploring an experience, including; description, feelings, evaluation, analysis, conclusion, and action plan (Li et al., 2020). This reflection is essential to me as it relates to the challenges that can occur if proper measures are not taken during patient care. The patient’s fall would have been prevented, and in this case, the event made me more self-conscious of my necessary interventions when dealing with patients in the course of my career practice.

Action Plan

I will ensure I perform a full and proper patient assessment in the future. I will check their mobility status before allowing them to perform standing or walking activities. I will provide my patients with instructions or equipment to help them prevent falls. If the patient is not safe showering on their own, yet they feel they can, I will communicate with them effectively concerning the situation and make them know them know that their safety is my greatest issue of concern (Meekes et al., 2022). I will also reassure my patient that they will resume showering as soon as they become more stable and not in a position to experience fall incidents.

Gibb’s Reflective Cycle on Medication Error

The incident occurred in the ward that involved a patient aged 75 who had diabetes. The patient needed to be administered insulin at 1 am. Under the supervision of the registered nurse, I was requested to administer 24 units of insulin which I did in the presence of the registered nurse. I checked and administered the units of insulin as instructed. I left for a while, but on returning to the ward to check the patient, I realized the patient’s glucose level had drastically dropped from 15mmol/l to 3.7mmol/l. I immediately informed the registered nurse, and we proceeded to check the medication chart. We realized that we had administered 24 units of insulin to the patient instead of 2.4 units.

The occurrence of the event was greatly disturbing and depressing to me because of the medication error. The event made me realize how important it is to double-check the medication chart before administering it (Mazhar et al., 2018). At one point, I felt greatly disappointed by the supervising registered nurse, and I realized that I had a greater responsibility to ensure that the medication error did not happen. Medication errors related to insulin administration would result in serious consequences and I felt that the related event would have been life-threatening to the patient.

On evaluating the incident, I would say what went well is that the challenge was experienced under the supervision of the registered nurse; hence I would not take the entire fault for the event. Additionally, after realizing the mistake, I immediately informed the registered nurse that the patient had been checked in time to prevent dire consequences. What went wrong was that the patient suffered the effect of the medical error. According to Di Simone et al., (2018), reading the medication chart incorrectly or making medication errors increases the chances of morbidity and mortality in parents. The event of overdosing the patient with insulin was a bad experience that would have resulted in major complications.

Analyzing the event shows that accuracy is essential while administering insulin to diabetes patients. Correct procedures should be carried out while performing medicine administration. The incident occurred due to the incorrect checking of the medication chart to ensure the appropriate amount of medication was given to the patient. Medication errors frequently occur due to knowledge deficiency, lack of proper checking of dose, or distractions (Schroers et al 2021). Other challenges of medication error may occur due to communication challenges.

The administration of the right medication to patients is of great significance. Administration of the wrong insulin dose may adversely affect the patient. Proper checking of the medication chart is essential to ensure the right dosage amount is administered to the patient (Kuitunen et al., 2021). Nurses must double-check the dose before administration, even when they feel confident about it (Schroers et al., 2022). Procedures and healthcare policies demand nurses to read medication orders keenly, and sticking to these policies may prevent medication errors.

In the future, I will always remember the importance of administering the right dose to the patient to avoid the consequences of making medication errors. I will keep the competence standards required to give quality care to my patients. When administering medication, I will ensure I double-check the medication chart and the dose to ensure high levels of accuracy in the administration process. I will also ensure I create awareness among my fellow colleagues on the importance of administering the right dose to avoid medication errors.

Gibb’s Reflective Cycle on Wound Dressing

At an event in my placement during my first year, I was working under the supervision of my mentor in the care of an eighty-five-year-old Mr. X, who had undergone leg surgery. I had been requested to remove the wound dressing so the doctor could assess how the wound was healing. I used a non-touch procedure to remove the dressing and clean the wound. The doctor had been examining another patient’s wound, and when he came, I realized that he had come straight to Mr. X without using alcohol gel or washing their hands. I also noticed that the doctor was wearing a long-sleeved sweater, and I was concerned that the cuffs might be contaminated. I thought for a moment of asking, but by the time I gathered enough courage, the doctor had already examined Mr. X; hence it was too late.

I felt alarmed due to this event as I had expected the doctor to undertake hygiene measures during patient care. However, I felt intimidated as the doctor had more experience than I had, and I was worried and did not want to embarrass him. I consequently did not want the patient to be concerned if I confronted the doctor. Later, I spoke to my supervisor concerning the incident, and she suggested we speak to the doctor together. My mentor called the doctor’s site and enquired about her hand-washing practice. The doctor looked shocked and admitted that he had been very busy and had not thought about it. My mentor discussed with the doctor the importance of not ignoring such simple but important care procedures, and the doctor assured her that the incident would not happen again.

The event was a great deal to me, and I regretted not challenging the doctor before he examined Mr. X. I was pleased that the doctor responded positively to the inquiry and feedback provided by my mentor. I noticed later that he was keen and changed his practice after the incident. This event taught me the significance of acting assertively with other colleagues regardless of their position to ensure I safeguard the patient and provide them with quality care.

According to (Gillespie, et al., 2020), hand hygiene, especially when dealing with wounds, is essential to reduce and prevent cross-infection. Studies have also shown that healthcare professionals do not disinfect their hands as much as they should during patient care (Choi, 2019). Transmission of infections is possible via uniform and dressing, and healthcare professionals must review dressing policies. Nurses are supposed to minimize and identify risks to patients they are dealing with.

Looking back at this event, I see that I should have acted sooner and challenged the doctor to ensure they observed care practices before handling the patient. The lack of washing hands would have resulted in the risk of infection to the patient (Yoon et al., 2019). After the discussion with my mentor, I realize that I need to always build my confidence and challenge colleagues for the well-being of the patient. Additionally, I realize to be supportive of a colleague and understand the pressure they might be facing. Still, they ensure that even with the challenge, they can maintain quality patient care.

In the future, I have goals to develop my assertiveness while working with others, regardless of their level. I will always understand the wellness of the patient is key and the purpose of giving quality care to the patients. I will learn and discuss with mentors how best to achieve these strategies and learn how to work best as a team.

Choi, K. S. (2019). Virtual reality wound care training for clinical nursing education: An initial user study. In 2019 IEEE Conference on virtual reality and 3D user Interfaces (VR) (pp. 882-883). IEEE. Web.

Di Simone, E., Giannetta, N., Spada, E., Bruno, I., Dionisi, S., Chiarini, M. & Di Muzio, M. (2018). Prevention of medication errors during intravenous drug administration in intensive care units: a literature review. Recent Advances in Medicine , 109 (2), 103-107. Web.

Gillespie, B. M., Walker, R., Lin, F., Roberts, S., Eskes, A., Perry, J. & Chaboyer, W. (2020). Wound care practices across two acute care settings: A comparative study. Journal of Clinical Nursing , 29 (5-6), 831-839. Web.

Kuitunen, S., Niittynen, I., Airaksinen, M., & Holmström, A. R. (2021). Systemic causes of in-hospital intravenous medication errors: A systematic review. Journal of Patient Safety , 17 (8), e1660. Web.

Li, Y., Chen, W., Liu, C., & Deng, M. (2020). Nurses’ psychological feelings about the application of Gibbs’s reflective cycle of adverse events. American Journal of Nursing , 9 (2), 74-78.

Liu, W. Y., Tung, T. H., Zhang, C., & Shi, L. (2022). Systematic review for the prevention and management of falls and fear of falling in patients with Parkinson’s disease. Brain and Behavior , e2690. Web.

Mazhar, F., Haider, N., Ahmed Al-Osaimi, Y., Ahmed, R., Akram, S., & Carnovale, C. (2018). Prevention of medication errors at hospital admission: A single-center experience in elderly admitted to internal medicine. International Journal of Clinical Pharmacy , 40 (6), 1601-1613. Web.

Meekes, W. M., Leemrijse, C. J., Korevaar, J. C., & Stanmore, E. K. (2022). Implementing Falls Prevention in Primary Care: Barriers and Facilitators. Clinical Interventions in Aging , 17 , 885. Web.

Rashid, A. (2019). Yonder: Difficult patients, fall prevention, hormonal contraception, and laughter therapy. The British Journal of General Practice , 69 (682), 245. Web.

Schroers, G., Ross, J. G., & Moriarty, H. (2021). Nurses’ perceived causes of medication administration errors: a systematic qualitative review. The Joint Commission Journal on Quality and Patient Safety , 47 (1), 38-53. Web.

Yoon, C., Gong, H. S., Park, J. S., Seok, H. S., Park, J. W., & Baek, G. H. (2019). Two-layer wound sealing before surgical hand washing for surgeons with a minor cut injury on the hand. Surgical Infections , 20 (5), 390-394. Web.

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LibAnswers: Referencing

How do i reference gibbs' reflective cycle in apa (7th ed.).

Wherever possible you should use the original work.

Gibbs, G. (1988).  Learning by doing: A guide to teaching and learning methods.   Further Education Unit.

Secondary referencing If you  have not  read the original you must make this clear by referring to the work in which you found the reference. In the reference list only include details of the work that you read.

In-text citation Gibbs’ reflective cycle (1988) as cited in Jasper (2013) shows that… or Gibbs’ reflective cycle is a seminal theory in reflective practice (Gibbs, 1988, as cited in Jasper, 2013).

In the reference list Jasper, M. (2013).  Beginning reflective practice  (2nd ed.). Cengage Learning.

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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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Reflective Essay怎么写？写作技巧是什么？

Reflective Essay（反思性文章）是一种通过对个人经历、事件或现象进行深入思考和分析，来表达作者的感悟、见解和反思的文章体裁。它强调作者对自身经验的回顾、思考和评价，旨在展现作者的成长、学习过程以及对事物的新认识。

以下是一些写 Reflective Essay（反思性文章）的技巧：

1. 明确主题：确定要反思的具体事件、经历或主题。

2. 叙述经历：详细描述相关的经历或事件，让读者能够理解背景。

3. 自我分析：深入剖析自己在其中的感受、想法、反应等。

4. 思考影响：探讨该经历对自己的影响，包括认知、情感和行为上的变化。

5. 总结经验：总结从中学到的教训和经验，以及对未来的启示。

6. 结构清晰：采用合理的文章结构，如引言、主体和结论。

7. 表达真实：坦诚地表达自己的内心感受和思考，保持真实和诚恳。

你可以参考这些技巧来写 Reflective Essay，希望对你有所帮助！

我是essay学长，莫纳什大学应用语言学硕士学历，为留学生提供专业essay论文辅导，作业辅导，论文修改润色，考前突击补习，课程辅导，申诉等服务，需要辅导请关注咨询。

Reflective essay一般是商科的同学遇到的比较多，它是一个留学入门级别的essay。通常是学完整个课程之后你要对这门课程进行一个反思，最后会作为期末结业的成绩。

Reflective essay的目的不仅仅是讨论你学到了什么，更是要传达你的个人经验和发现。

最常见的一种就是前面有个小组作业，然后你们一起去分析案例做 ppt，最后做 presentation 。经常会有老师布置一篇reflective essay，让你聊聊之前写过的某篇essay或某个project等等。

Reflective essay一般分为三步的结构：

1.Description

你所学的内容描述为主【what层面】

what did you learn？

what happened？

what is being examined？

2.Interpretation

你要加入自己理解+分析 【so what层面】

What is the most important/useful/relevant？

How can it be explained？(比如with theory)

How is it similar to and different from others？

这部分的分数占比最大！体现critical thinking，注意句子之间层层相扣有逻辑。

结合未来学习 【now what层面】

What have I learned from this？

What does this mean for my future？

How far is this useful？

How far has this changed my understanding？

How will this be useful in the future？

想要拿高分需要注意以下几点：

虽然它是基于个体的经历或者叙事，想要essay更有含金量的话，需要升华主旨，并从个体影射到社会层面的意义或者用更高的视角来整合结尾

强烈推荐用一些文献中高引的reflective模型和框架来underpin你整个essay，比如Gibbs的reflective cycle，Kolb的reflective model,driscoll的 modelofreflection，这样给分的老师可以直观清晰地感觉到我们的essay是能基于一定的反思模型的，也更容易follow我们的argument,更具系统性，也更具说服力。

Think about what was done. Analyse the event by thinkingin depth from different perspectives. Use subject theory,reflective models and personal insight. The critical evaluationyou make of your andothers' actions should be applied tofuture events

通过专业理论，思考模型和个人洞察，思考下发生了什么，从不同维度进行分析，你的评估和行动应该对未来产生影响。

Think about what happened,what did and didn't work andwhat youthink about it.

思考下该事件、把具体发生了什么，我对此有什么看法或者有么感受写出来。

Critically evaluate what you would do differently in thefuture andexplain why.

思辨性的评估下你未来会做出哪些改变并解释一下你的原因：

Reflective essay的结构大家可以直接拿去用，需要针对你的教授提出的一些要求，还有他给的brief上面的一些要求进行调整，才能够拿到高分哦

好啦，以上就是reflective essay写作方法以及注意事项，希望能对宝子们有所帮助。

Reflective Essay即反思类Essay，能否写好它的关键就在于你有没有充分体现出事物带给你的影响，你有哪些反思，让你改变了什么。今天学姐就来为大家分享一下反思类Essay的写法~

首先，反思的过程需要你真的去反思自身以及反思这个事件对你产生了哪些改变，在这个过程中，你从自己身上学到了什么？你是如何成长的？如果这篇Essay是关于意见事情，在确定思路时，可以从以下三个角度来思考：过去的经历，具体描述和反思。

Reflective Essay重反思，轻描述，对于过去经历的叙述不应该占太多的篇幅，一般是全文的10%就可以了，剩下的90%是反思的部分。

●Introduction

Hook：吸引读者的眼球，引出你要写的内容。

The thesis statement：主旨句需要包括两个部分，包括对事件的简单介绍。

按时间发展顺序来组织Reflective Essay的主体段落是Most suitable。主体段落需要展现故事的线性发展，其中包括开端（exposition），矛盾(conflict)，解决矛盾(resolution)。

●Conclusion

结尾段是对整篇文章的总结和升华，不仅要对事件做一个简单概括，更要引出事件对你的影响以及对将来的启示。

希望以上回答对你有所帮助，更多留学问题，欢迎关注咨询~

写一篇反思性文章（Reflective Essay）通常需要你回顾一个经历、事件或情境，并对其进行深入的思考和分析。这种类型的文章不仅仅是对事实的描述，更重要的是展现你从这个经历中学到了什么，以及它如何影响了你的思考和行为。以下是写作反思性文章的一些技巧：

1. 确定主题：选择一个特定的事件或经历，确保它对你有足够深刻的影响，这样你才能从中进行有意义的反思。

2. 描述经历：清晰地描述你要反思的事件或经历，包括发生了什么、何时何地发生、谁参与其中等细节。这为读者提供了背景信息。

3. 感受和反应：描述在事件发生时你的感受和初步反应。这有助于建立你的故事的情感层面。

4. 分析和评估：深入探讨这个经历，包括它对你有什么影响，你从中学到了什么，以及你如何看待这些教训。这部分是文章的核心，应该详细且具有洞察力。

5. 反思和洞察：讨论这个经历如何改变了你的观点或行为。你可能需要考虑它是如何影响你的个人成长、价值观、态度或未来决策的。

6. 结论：总结你的反思，强调你的主要见解和学习成果。你也可以提出对未来的展望，或者你打算如何将这次反思应用到实践中。

7. 使用第一人称：反思性文章通常使用第一人称，因为它是关于你的个人经历和感受。

8. 语言和风格：使用清晰、准确、富有表现力的语言。可以使用比喻、象征或其他修辞手法来增强你的故事。

9. 检查和修订：完成初稿后，仔细检查文章的结构、语法和拼写错误。确保你的论点连贯，逻辑清晰。

10. 反馈：如果可能的话，让别人阅读你的文章并提供反馈。他们可能会提供有价值的见解，帮助你改进文章。

总之，反思性文章的目的是展示你的自我认知能力和从经历中学习的能力。因此，诚实和深度的反思比单纯的叙述更为重要。

Reflective Essay是一种写作形式，要求作者反思并描述自己的经历、感受以及这些经历如何影响自己的思考和行为。以下是一些关于如何写Reflective Essay以及英文写作留学生Essay的技巧：

Reflective Essay写作技巧：

1. 选择合适的主题：选择一个对你具有深刻影响或让你有所学习的经历或事件作为主题。这可以是一个具体的学习项目、一次旅行经历、一个团队合作项目等。

2. 明确反思的目的：在写作之初，明确你想要通过反思达到什么目的。是理解自己在某个事件中的角色和表现，还是探讨某个主题对你的启发和影响？

3. 描述经历：详细描述你的经历，包括事件发生的时间、地点、人物以及具体的情境。这有助于读者更好地理解你的背景和情境。

4. 深入分析：不要仅仅停留在对事件的描述上，而是要深入分析你的感受、思考和学到的经验教训。思考这个经历如何改变了你的观点、态度或行为。

5. 保持客观：尽管Reflective Essay是关于个人经历的，但也要尽量保持客观的态度。不要过分夸大或缩小自己的感受和经验。

6. 结尾总结：在结尾部分，总结你的反思，并强调这个经历对你的重要意义。可以提出未来如何应用这些经验教训或如何进一步发展自己的思考和技能。

英文写作留学生Essay技巧：

1. 理解题目和要求：在开始写作之前，仔细阅读题目和要求，确保你完全理解老师或导师的期望。

2. 构建清晰的论点：确定你的主题或观点，并在整篇文章中始终围绕这个论点展开。

3. 收集和研究资料：如果Essay需要引用外部资料或进行研究，确保你收集了足够的信息，并对其进行深入分析和引用。

4. 注意段落结构：每个段落应该有一个明确的主题句，并围绕这个主题句展开论述。段落之间要有逻辑联系，确保整篇文章的连贯性。

5. 使用合适的语言和风格：根据你的读者和写作目的，选择合适的语言和风格。注意语法、拼写和标点符号的使用，确保文章流畅易读。

6. 修改和润色：完成初稿后，花时间修改和润色你的文章。检查逻辑、语法和表达是否清晰准确，确保文章符合学术规范和要求。

总之，无论是写Reflective Essay还是英文留学生Essay，都需要认真准备、深入思考并仔细修改。通过不断练习和反思，你的写作水平会逐渐提高。

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1993 how the construction company remstroy was created   the year 1993 was a period when a lot of construction companies, which had been working successfully during the soviet times and had rich staff capacity, were forced to cease their activity for various reasons. a lot of capable specialists either had to look for another job or change their field. but there were also those who were willing to realise their potential in the field of construction in accordance with the received degree and the experience they had accumulated. thus, in 1993 in elektrostal (moscow oblast) a group of specialists and people sharing each other’s ideas, who had enormous educational background and the highest degree in architecture, organized and registered ooo firm erg which began its rapid development and successful work, offering its service both on the construction market and other areas. 2000 industrial construction is the main area   seven years of successful work have shown that combining different types of activities in the same company is not always convenient. and in the year 2000 the founders of ooo firm erg decided to create and register a monoprofile construction company ooo remstroy construction company. industrial construction was chosen as the priority area. it was in this area that the directors of ooo sk remstroy began their working life and grew as specialists. in order to achieve the set goal, they selected a mobile team of professionals in the field of industrial construction, which allows us to cope with the tasks assigned to ooo sk remstroy throughout russia and the near abroad. 2010 manufacturing of metal structures   we possess modern equipment that allows us to carry out the entire cycle of works on the manufacture of metal structures of any complexity without assistance. designing – production – installation of metal structures. a staff of professionals and well-coordinated interaction of the departments let us carry out the work as soon as possible and in accordance with all customer’s requirements.” extract from the list of members of self-regulatory organizations, construction.

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