Gibbs Reflective Cycle: Patient with an Asthma Attack 4 from the situation were my initial anxiety in handling the situation and the long time it took for the patient to get to the hospital despite their severe condition. Analysis In this phase of the cycle, an assessment of the Gibbs’s reflective cycle enables you to learn and plan things. How to write a reflective essay on teamwork using Gibbs Cycle? Below is a technique to write a Teamwork essay using the Gibbs model is provided by our professionals who are experts in writing reflective essays. Outline of Gibbs reflective Reflective practice is the ability to reflect on one's actions so as to engage in a process of continuous learning. According to one definition it involves "paying critical attention to the practical values and theories which inform everyday actions, by examining practice reflectively and reflexively
Gibbs Reflective Cycle Example- Nursing Essay - Study Tutors
Reflective practice is the ability to reflect on one's actions so as to engage in a process of continuous learning. This leads to developmental insight". Reflective practice can be an important tool in practice-based professional learning settings where people learn from their own professional experiences, rather than from formal learning or knowledge transfer. It may be the most important source of personal professional development and improvement.
It is also an important way to bring together theory and practice; through reflection a person is able to see and label forms of thought and theory within the context of his or her work. Donald Schön 's book The Reflective Practitioner introduced concepts such as reflection-on-action and reflection-in-action which explain how professionals meet the challenges of their work with a kind of improvisation that is improved through practice. Earlier in the 20th century, John Dewey was among the first to write about reflective practice with his exploration of experience, interaction and reflection.
Central to the development of reflective theory was interest in the integration of theory and practice, the cyclic pattern of experience and the conscious application of lessons learned from experience. Since the s, there has been a growing literature and focus around gibbs reflective cycle essays learning and the development and application of reflective practice. As adult education professor David Boud and his colleagues explained: "Reflection is an important human activity in which people recapture their experience, think about it, mull it over and evaluate it.
It is this working with experience that is important in learning. When a person rethinks or retells events, it is possible to categorize events, emotions, ideas, etc. Stepping back from the action permits critical reflection on a sequence of events, gibbs reflective cycle essays.
The emergence in more recent years of gibbs reflective cycle essays has been seen as another form of reflection on experience in a technological age. Many models of reflective practice have been created to guide reasoning about action. Terry Borton's book Reach, Touch, and Teach popularized a simple learning cycle inspired by Gestalt therapy composed of three questions gibbs reflective cycle essays ask the practitioner: WhatSo whatand Now what?
Subsequently, practitioners reflect on ways in which they can personally improve and the consequences of their response to the experience. Borton's model was later adapted by practitioners outside the field of education, such as the field of nursing and the helping professions. Learning theorist David A.
Kolb was highly influenced by the earlier research conducted by John Dewey and Jean Piaget. Management researchers Chris Argyris and Donald Schön introduced the "theory of action", gibbs reflective cycle essays, which emerged out of their previous research on relationship between people and organizations. Single-loop learning is when a practitioner or organisation, even after an error has occurred and a correction is made, continues to rely on current strategies, techniques or policies when a situation again comes to light.
Double-loop learning involves the modification of objectives, strategies or policies so that when a similar situation arises a new framing system is employed. Schön claimed to derive the notions of "reflection-on-action, reflection-in-action, responding to problematic situations, problem framing, problem solving, and the priority of practical knowledge over abstract theory" from the writings of John Deweygibbs reflective cycle essays, although education professor Harvey Shapiro has argued that Dewey's writings offer "more expansive, gibbs reflective cycle essays, more integrated notions of professional growth" than do Schön's.
Schön advocated two types of reflective practice. Firstly, reflection-on-action, which involves reflecting on an experience that you have already had, or an action that you have already taken, and considering what could have been done differently, as well as looking at the positives from that interaction.
The other type of reflection Schön notes is reflection-in-action, or reflecting on gibbs reflective cycle essays actions as you are gibbs reflective cycle essays them, and considering issues like best practice throughout the process. For Schön, professional growth really begins when a person starts to view things with a critical lens, by doubting his or her actions. Doubt brings about a way of thinking that questions and frames situations as "problems". Through careful planning and systematic elimination of other possible problems, doubt is settled, gibbs reflective cycle essays, and people are able to affirm their knowledge of the situation.
Then people are able to think about possible situations and their outcomes, and deliberate about whether they carried out the right actions. Learning gibbs reflective cycle essays Graham Gibbs discussed the use of structured debriefing to facilitate the reflection involved in Kolb's experiential learning cycle.
Gibbs presents the stages of a full structured debriefing as follows: [22], gibbs reflective cycle essays. Gibbs' suggestions are often cited as "Gibbs' reflective cycle" or "Gibbs' model of reflection", and simplified into the following six distinct stages to assist in structuring reflection on learning experiences: [23]. Professor of nursing Christopher Johns designed a structured mode of reflection that provides a practitioner with a guide gibbs reflective cycle essays gain greater understanding of his or her practice, gibbs reflective cycle essays.
Johns highlights the importance of experienced knowledge and the ability of a practitioner to access, understand and put into practice information that has been acquired through empirical means. Reflection occurs though "looking in" on one's thoughts and emotions and "looking out" at the situation experienced.
Johns draws on the work of Barbara Carper to expand on the notion of "looking out" at a situation. Johns' model is comprehensive and allows for reflection that touches on many important elements, gibbs reflective cycle essays.
Adult education scholar Stephen Brookfield proposed that critically reflective practitioners constantly research their assumptions by seeing practice through four complementary lenses: the lens of their autobiography as learners of reflective practice, the lens of other learners' eyes, the lens of colleagues' experiences, and the lens of theoretical, philosophical and research literature.
It also helps us detect hegemonic assumptions—assumptions that we think are in our own best interests, but actually work against us in the long run. Reflective practice has been described as an unstructured or semi-structured approach directing learning, and a self-regulated process commonly used in health and teaching professions, though applicable to all professions. Professional associations such as the American Association of Nurse Practitioners are recognizing the importance of reflective practice and require practitioners to prepare reflective portfolios as a requirement to be licensed, and for yearly quality assurance purposes.
The concept of reflective practice has found wide application in the field of education, gibbs reflective cycle essays learners, teachers and those who teach teachers teacher educators. Microreflection gives meaning to or informs day-to-day practice, and macroreflection gives meaning to or informs practice over time". Students can benefit from engaging in reflective practice as it can foster the critical thinking and decision making necessary for continuous learning and improvement.
When teachers teach metacognitive skills, it promotes student self-monitoring and self-regulation that can lead to intellectual growth, gibbs reflective cycle essays, increase academic achievement, and support transfer of skills so that students are able to use any strategy at any time and for any purpose.
Students who have acquired metacognitive skills are better able to compensate for both low ability and insufficient information. The concept of reflective practice is now widely employed in the field of teacher education and teacher professional development and many programs of initial teacher gibbs reflective cycle essays claim to espouse it.
Reflecting on different approaches to teaching, and reshaping the understanding of past and current experiences, can lead to improvement in teaching practices. As professor of education Barbara Larrivee argues, reflective practice moves teachers from their knowledge base of distinct skills to a stage in their careers where they are able to modify their gibbs reflective cycle essays to suit specific contexts and situations, and eventually to invent new strategies.
This does not happen in stages, but is a continuum of reflection, gibbs reflective cycle essays, leading to change and further reflection". Without reflection, gibbs reflective cycle essays, teachers are not able to look objectively at their actions or take into account the emotions, experience, or consequences of actions to improve their practice. It is argued that, gibbs reflective cycle essays, through the process of reflection, teachers are held accountable to the standards of practice for teaching, gibbs reflective cycle essays, such as those in Ontario : commitment to students and student learning, professional knowledge, professional practice, leadership in learning communities, and ongoing professional learning.
For students to acquire necessary skills in reflection, their teachers need to be able to teach and model reflective practice see above ; similarly, teachers themselves need to have been taught reflective practice during their initial teacher education, and to continue to develop their reflective skills throughout their career.
However, Mary Ryan has noted that students are often asked to "reflect" without being taught how to do so, [43] or without being taught that different types of reflection are possible; they may not even receive a clear definition or rationale for reflective practice.
Some writers have advocated that reflective practice needs to be taught explicitly to student teachers because it is not an intuitive act; [45] [43] it is not enough for teacher educators to provide student teachers with "opportunities" to reflect: they must explicitly "teach reflection and types of reflection" and "need explicitly to facilitate the process of reflection and make transparent the metacognitive process it entails".
Rod Lane and colleagues listed strategies by which teacher educators can promote a habit of reflective practice in pre-service teacher educationsuch as discussions of a teaching situation, reflective interviews or essays about one's teaching experiences, action researchor journaling or blogging. Neville Hatton and David Smith, in a brief literature review, concluded that teacher education programs do use a wide range of strategies with the aim of encouraging students teachers to reflect e, gibbs reflective cycle essays.
action research, case studies, video-recording or supervised practicum experiencesbut that "there is little research evidence to show that this [aim] is actually gibbs reflective cycle essays achieved". The implication of all this is that teacher educators must also be highly skilled in reflective practice, gibbs reflective cycle essays. Andrea Gelfuso and Danielle Dennis, in a report on a formative experiment with student teachers, suggested that teaching how to reflect requires teacher educators to possess and deploy specific competences.
Many writers advocate for teacher educators themselves to act as models of reflective practice. Tom Russell, in a reflective article looking back on 35 years as teacher educator, concurred that teacher educators rarely model reflective practice, fail gibbs reflective cycle essays link reflection clearly and directly to professional learning, and rarely explain what they mean by reflection, with the result that student teachers may complete their initial teacher education with "a muddled and negative view of what reflection is and how it might contribute to their professional learning".
Reflective practice "is a term that carries diverse meaning" [42] and about which there is not complete consensus, gibbs reflective cycle essays. Professor Tim Fletcher of Brock University argues forward-thinking is a professional habit, but we must reflect on the past to inform how it translates into the present and future. Always thinking about 'what's next' rather than 'what just happened' can constrain an educator's reflective process.
The concept of reflection is difficult as beginning teachers are stuck between "the conflicting values of schools and universities" and "the contradictory values at work within schools and within university faculties and with the increasing influence of factors external to school and universities such as policy makers". It is important to acknowledge reflective practice "follows a twisting path that involves false starts and detours". Newman refers to Gilroy's assertion that "the 'knowledge' produced by reflection can only be recognized by further reflection, which in turn requires reflection to recognize it as knowledge".
Gibbs reflective cycle essays turn, reflective practice cannot hold one meaning, it is contextual based on the practitioner. It is argued that the term 'reflection' shouldn't be used as there are associations to it being "more of a hindrance than a help".
It is suggested the term is referred to 'critical practice' or 'practical philosophy' to "suggest an approach which practitioners can adopt in the different social context in which they find themselves". Finally, with reflection often taking place independently, educators lack the motivation and assistance in tackling these difficult problems. It is suggested that teachers communicate with one another, or have an indicated individual to talk to, this way there is external informed feedback.
Reflective practice is viewed as an important strategy for health professionals who embrace lifelong learning. Due to the ever-changing context of healthcare and the continual growth of medical knowledge, there is a high level of demand on healthcare professionals' expertise. Due to this complex and continually changing environment, healthcare professionals could benefit from a program of reflective practice.
Adrienne Price explained that there are several reasons why a healthcare practitioner would engage in reflective practice: to further understand one's motives, perceptions, attitudes, gibbs reflective cycle essays, values, and feelings associated with client care; to provide a fresh outlook to practice situations and to challenge existing thoughts, feelings, and actions; and to explore how the practice situation may be approached differently.
The act of reflection is seen as a way of promoting the development of autonomous, qualified and self-directed professionals, as well as a way of developing more effective healthcare teams. Activities to promote reflection are now being incorporated into undergraduate, postgraduate and continuing medical education across a variety of health professions. They gibbs reflective cycle essays that the evidence to support curricular interventions and innovations promoting reflective practice remains largely theoretical.
Samantha Davies identified benefits as well as limitations to reflective practice: [66]. The use of reflective practice in environmental managementcombined with system monitoringis often called adaptive management. However, the authors noted the challenges with melding the "circularity" of reflective practice theory with the "doing" of sustainability.
Reflective practice provides a development opportunity for those in leadership positions. Managing a team of people requires a delicate balance between people skills and technical expertise, and success in this type of role does not come easily. Reflective practice provides leaders with an opportunity to critically review what has been successful in the past and where improvement can be made.
Reflective learning organizations have invested in coaching programs for their emerging and established leaders. Adults have acquired a body of experience throughout their life, as well as habits of mind that define their world. The goal is for leaders to maximize their professional potential, and in order to do this, there must be a process of critical reflection on current assumptions.
Reflective practice can help any individual to develop personally, and is useful for professions other than those discussed above. It allows professionals to continually update their skills and knowledge and consider new ways to interact with their colleagues. David Somerville and June Keeling suggested eight simple ways that professionals can practice more reflectively: [75]. From Wikipedia, the free encyclopedia.
Ability to reflect on one's actions so as to engage in a process of continuous learning. This article possibly contains original research. Please improve it by verifying the claims made and adding inline citations.
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, time: 7:05Gibbs Reflective Model Essay Example | Teamwork Reflective Writing Sample
Gibbs’s reflective cycle enables you to learn and plan things. How to write a reflective essay on teamwork using Gibbs Cycle? Below is a technique to write a Teamwork essay using the Gibbs model is provided by our professionals who are experts in writing reflective essays. Outline of Gibbs reflective Reflective practice is the ability to reflect on one's actions so as to engage in a process of continuous learning. According to one definition it involves "paying critical attention to the practical values and theories which inform everyday actions, by examining practice reflectively and reflexively This essay aims to critically reflect on an encounter with a service user in a health care setting. The Gibbs’ Reflective Cycle will be used as this is a popular model of reflection. Reflection is associated with learning from experience. It is viewed as an important approach for professionals who embrace lifelong learning (Jasper, )
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