This cyclical model, as opposed to a linear one, emphasizes the importance of continuously revisiting experiences, analyzing them from different angles, and using the insights gained to inform future actions and improve decision-making.
Originally designed for nursing, the model has since been widely adopted across various professions and industries for self-improvement, coaching, and mentoring.
It emphasizes the importance of reflecting on experiences to gain insights, learn from mistakes, and improve future actions.
6 Stages of the Gibbs Reflective Cycle
The Gibbs Reflective Cycle is a structured framework designed to guide individuals through the process of reflecting on experiences in a systematic way.
If you’re new to structured reflection, begin with reflecting on less complex experiences. Don’t expect transformative insights from every reflection—it’s an ongoing process.
Approach reflection with a growth mindset, viewing challenges as opportunities for learning rather than occasions for self-judgment.
Stage 1 – Description
Thedescriptionstage is the first step in Gibbs’ Reflective Cycle and serves as the foundation for the entire reflection process.
The primary goal of this stage is to provide a clear, objective, and factual account of the event or experience without delving into analysis, interpretation or emotional input
The goal is to establish a clear and concise understanding of what transpired.
This stage is not about analyzing why things happened or how you felt; it’s about establishing a neutral and comprehensive account of the event as the foundation for deeper reflection in the following stages.
Stick to a factual and objective recounting and avoid using emotionally charged language or making judgments about the experience.
Think of it as setting the scene for your reflection, like a journalist reporting on an event or a novelist describing a scene. The goal is to paint a clear picture of what happened, free from personal interpretations, emotional responses, or judgments.
What does it mean to describe the experience in the Gibbs reflective cycle?
Example of a “Description” Stage Reflection
Stage 2 – Feelings
Stage 2 of Gibbs’ Reflective Cycle focuses on exploring and analyzing the emotions and feelings experienced during the event, both your own and potentially those of others involved.
This involves reflecting on initial reactions, subsequent emotional shifts, and potential feelings of others involved.
This stage is not about judging or analyzing your feelings but rather about creating space for honest self-reflection and fostering self-awareness.
This stage is crucial fordeveloping emotional intelligenceand understanding how emotions impact decision-making and actions.
How do I identify my feelings in the Gibbs reflective cycle?
By honestly exploring thefeelingsstage, you gain a deeper understanding of how the experience impacted you emotionally.
This sets the stage for a more insightful and balanced evaluation in the following stages of Gibbs’ Reflective Cycle.
Example of a “Feeling” Stage Reflection
Stage 3 – Evaluation
This involves a balanced consideration of both positive and negative elements of the experience, which helps in creating a comprehensive understanding of the event.
What should I consider when evaluating the experience in the Gibbs reflective cycle?
By thoroughly evaluating your experience from these different angles, you’ll be better equipped to analyze the “why” behind the outcomes and draw meaningful conclusions that can inform your future actions.
Example of an “Evaluation” Stage Reflection
Scenario:A student midwife is reflecting on her experience assisting a mother during labor. The labor was protracted, and the mother ultimately required an epidural after initially wanting a natural birth. The student midwife felt she wasn’t adequately supporting the mother’s emotional needs during this challenging labor.
Stage 4 – Analysis
Stage 4 of Gibbs’ Reflective Cycle is theanalysisstage, which focuses on making sense of the situation and extracting deeper meaning from the experience.
The analysis stage builds directly on the insights gained from the description, feelings, and evaluation stages. It’s where you bring those elements together to develop a more nuanced understanding of the experience and its implications.
By thoroughly analyzing your experience, you’ll identify key learnings, recognize patterns in your behavior, and develop strategies for improvement, leading to more effective actions in the future.
Theanalysisstage aims to examine the event in depth, exploring reasons behind what happened and considering different perspectives.
Analysis is where you shift from describing and evaluating the experience to critically examining why things unfolded the way they did.
This involves examining the situation from different perspectives, considering the viewpoints of others, and applying relevant theoretical models or frameworks to gain insights.
This stage requires critical thinking and a deeper level of reflection compared to earlier stages. It often involves looking beyond surface-level observations to uncover underlying causes and connections.
How do I analyze the experience in the Gibbs reflective cycle?
Example of a “Analysis” Stage Reflection
Scenario:A student midwife is reflecting on her experience assisting a mother during a difficult labor that required an epidural. She previously identified that her lack of confidence and communication skills limited her ability to provide emotional support.
Through this analysis, the student midwife has identified specific areas for improvement:
By connecting her experience to relevant theory, considering multiple perspectives, and aligning her actions with ethical guidelines, the student midwife can transform this challenging experience into a valuable learning opportunity for her future practice.
Stage 5 – Conclusion
In Stage 5:conclusion, you consolidate the insights you’ve gained throughout the reflective process.
It’s where you explicitly statewhat you’ve learnedfrom the experience,how your thinking has changed, and what you’ll do differently in the future.
This stage involves synthesizing the insights gained from the previous stages and drawing meaningful conclusions from the experience.
Key aspects of theconclusionstage include:
Connecting Conclusion to Other Stages:
The Conclusion stage synthesizes the insights gained from all the previous stages:
A Strong Conclusion Demonstrates:
Remember, theconclusionstage is not just a summary of the previous stages. It’s an opportunity to synthesize your learning, articulate your insights, and formulate a plan for continued professional development.
Example of a “Conclusion” Stage Reflection
Scenario:A student midwife has reflected on her experience assisting a mother during a difficult labor that required an epidural. She has explored her feelings, evaluated the situation, and analyzed contributing factors.
This experience has highlighted the complexity of labor support and the importance of providing individualized care. While I was able to contribute to the mother’s physical safety, I realize that my lack of experience and confidence limited my ability to offer the compassionate, holistic support that defines excellent midwifery care.
Specifically, I’ve learned that:
Moving forward, I will prioritize:
By taking these concrete steps, I can transform this challenging experience into a catalyst for growth, ensuring that I can provide truly woman-centered, holistic care as I continue my journey to becoming a competent and compassionate midwife.
Stage 6 – Action Plan
This stage focuses on converting the insights from the previous stages into a concrete plan for improvement, turning reflection into a catalyst for professional and personal growth.
This includes defining specific actions, developing preventive strategies for similar scenarios, and outlining how to apply learnings to enhance personal and professional growth in future situations.
Key aspects of theaction planstage include:
Example of a “Action Plan” Stage Reflection
Scenario:A student midwife is reflecting on her experience assisting with a difficult labor that required an epidural and during which she felt her support of the mother was lacking. She has already worked through Stages 1-5 of Gibbs’ Reflective Cycle.
Goal:To enhance emotional support skills during labor, particularly in challenging situations.
By consistently implementing these steps, I aim to develop into a competent and compassionate midwife who can provide truly woman-centered care.
Applications in Midwifery
1.Reflecting on Challenging Births or Complications:
Scenario:A midwife assists with a birth involving unforeseen complications, such as a shoulder dystocia or an emergency cesarean section.
2.Analyzing Communication Breakdowns:
3.Evaluating New Practices or Techniques:
Scenario:A midwife decides to implement a new pain management technique (e.g., water birth, sterile water injections) or a different labor support strategy (e.g., use of a rebozo, different positioning techniques).
Limitations of the Gibbs Reflective Cycle
Benefits of the Gibbs Reflective Cycle
Gibbs Reflective Cycle FAQs
Q1. How can I ensure that my reflections using the Gibbs reflective cycle are meaningful and insightful?
One of the main criticisms of Gibbs’ model is that it can be used superficially, becoming a mere checklist of stages without leading to genuine insight or behavior change.
We recommend:
Embrace the “Feelings” Stage and Go Beyond Superficial Emotions:
Actively Challenge Your Assumptions:
Link Your Experience to Theory and Knowledge:
Ensure Your Action Plan Is Specific and Actionable:
Make Reflection a Regular Practice:
By following these strategies, midwives and other professionals can move beyond a superficial checklist approach to Gibbs’ Reflective Cycle and engage in a more profound process of self-reflection, critical analysis, and meaningful growth.
Q2. What are the key differences between “reflection-in-action” and “reflection-on-action”?
Schön (1991) identified two types that are particularly relevant in the development of teachingpractice:
Both reflection-in-action and reflection-on-action are crucial for midwifery education and practice. Students are encouraged to reflect on their clinical experiences using structured models to enhance their self-awareness, critical thinking skills, and ability to integrate theory and practice.
This ongoing reflection is essential for their professional development and for meeting the standards required for registration and revalidation.
Q3. How does the use of reflective practice contribute to the revalidation process for midwives?
Revalidation is an essential process for all registered midwives to demonstrate their continued fitness to practice and maintain their professional registration, ultimately safeguarding the public.
Here’s how reflective practice specifically contributes to the revalidation process for midwives:
NMC expects midwives to provide concrete examples of how they have reflected on their practice and professional development activities during each three-year registration period as part of the revalidation process.
This highlights the importance of midwives incorporating structured reflection into their daily practice and using reflective models, such as Gibbs’ Reflective Cycle, to guide their reflections and document their learning jour
Sources
Atkins, S., & Murphy, K. (1993).Reflection: a review of the literature.Journal of advanced nursing,18(8), 1188-1192.
Cheyne, H., McGinley, M., & Turnbull, D. (1996).Peer review: an aid to reflective practice.MIDIRS Midwifery Digest March 6(1): 4–6
Chesney, M. (1996).Sharing reflections on critical incidents in midwifery practice.British Journal of Midwifery,4(1), 8-11.
Haddock, J. (1997). Reflection ingroups: contextual and theoretical considerations within nurse education and practice.Nurse Education Today,17(5), 381-385.
Rich, A., & Parker, D. L. (1995).Reflection and critical incident analysis: ethical and moral implications of their use within nursing and midwifery education.Journal of advanced nursing,22(6), 1050-1057.
Schön, D.A. (1991).The Reflective Practitioner: how professionals think in action.London: Temple
Stuart, C. C. (1998). Concepts of reflection and reflective practice.British Journal of Midwifery,6(10), 640-647.
Olivia Guy-Evans, MSc
BSc (Hons) Psychology, MSc Psychology of Education
Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.
Saul McLeod, PhD
BSc (Hons) Psychology, MRes, PhD, University of Manchester
Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.
