Cycles of Reflection in Nursing

Model of reflection

Key features

Gibbs model of reflection 1988

• It is fairly straightforward (Marshall et al., 2006)
• gives a clear description of the situation, analysis of feelings, evaluation of the experience and subsequent analysis of the experience to make sense of it (Marshall et al., 2006)
• Repeats the same loop of action several times (Marshall et al., 2006)
• creates room for an alternative course of action
• It reflects on the current experience with the view to developing appropriate action plans should a similar situation arises again.

Johns model of reflection 1994

• A structured model with steps that have questions, prompts and activities that aid in reflection (Davey, 2011).
• The concern of questions lies in describing the experience and its main issues, reflection on what the practitioner was trying to achieve and why he acted in a certain way. It also looks at the consequences of the action to the self (practitioner) and to the client (patient), the feelings that the action evoked and academic sources of knowledge that possibly influenced the decisions made.
• This model explores the different angles to how the situation could be handled differently and also what would be done in the future should the situation recur

Kolb’s model of reflection 1980

• Based on experiential learning cycle and covers four phases. The stages are:
• Concrete Experience (CE)-Learning by experiencing. In this phase, the learner (Nursing student) learns from specific experience, relates to people (patients) and becomes sensitive to their feelings (Martin, 2006).
• Reflective Observation (RO)-Learning by reflecting. This stage entails making careful observation before judging, viewing issues and situations in different perspectives and looking for meaning in the situations.
• Abstract Conceptualization (AC)- Learning by thinking. It is a critical stage where a learner logically analyses ideas, plans systematically and acts on the situation from an intellectual understanding.
• Active Experimentation (AE)- Learning by applying / doing. This is the last phase where the learner shows the ability to get things done, takes risks and influences people and events through action.

Goodman model of reflection 1984

• This approach is premised on three levels of reflection:
• Level 1: Reflection to attain given objectives. In this level, the criteria for reflection are limited to technocratic issues of effectiveness, efficiency and accountability. Students, for example, are expected to give an account of an occurrence and demonstrate some degree of learning (Robotham & Frost, 2006).
• Level 2: Reflection is on the basis of the relationship between principles and practice. Assessment of the consequences and implications of beliefs and actions, as well as the rationale employed in practice, is done. At this level, students begin to link theoretical perspectives to practice and also apply their experiences in similar circumstances.
• Level 3: reflection that integrates ethical and political concerns. At this level, there is deliberation of emancipation and justice over the value of professional objectives and practice. The practitioner links the everyday practice to the broader social structure and forces such as economics, health, and resources.

Model of reflection

Strength(s)

Weakness(es)

Gibbs model 1988

• Challenges assumptions (Devinder Rana, 2013). This attribute is important in validating data and drawing appropriate conclusions.
• Explores different approaches to thinking and acting and as such encourages creativity.
• Links practice and theory. It helps a learner to apply knowledge gained in practice.

• It is not necessarily introspective (Watson & West, 2006). Reflection requires both introspective and retrospective perspectives.

Johns model of reflection 1994

• Its structured nature allows for wholesome analysis of learning.
• Simple in nature thus easy to apply

• Its simplicity may not necessarily capture all the critical components of reflection

Kolb’s model 1980

• Its four stages of experiential learning i.e. Concrete experience, Reflective observation, Abstract conceptualization and Active experimentation provide a favourable framework for in-depth learning and application.

• Mostly applies to experienced practitioners hence cut off less experienced ones.

Goodman model 1984

• This model is crucial in developing professional skills in learners as well as empowering them to be economically, socially and politically competent individuals.

• Significantly cuts off young learners. Such learners are yet to fully understand the applicability of the tenets of this model.