example of gibbs model of reflection essay

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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.

Reflective writing: Gibbs

• What is reflection? Why do it?
• What does reflection involve?
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• Types of reflective assignments
• Differences between discursive and reflective writing
• Sources of evidence for reflective writing assignments
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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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Gibbs’ Reflective Cycle

What is the gibbs' reflective cycle.

The Gibbs’ Reflective Cycle is a Tool that helps professionals Grow and Learn from their past Experiences .

To do this, it proposes to analyze the Situations in which someone wants to Improve.

• Drawing Conclusions that allow us to do things better in the future.

It consists of  6 Repetitive Steps (a cycle):

• Description .
• Evaluation .
• Conclusion .
• Action Plan .

This cycle must be repeated until Obtaining the Desired Results .

The Six Steps of Gibbs' Reflective Cycle

1. Description : Describe in detail the Situation in which you want to improve .

• A Negotiation, A Decision you made, a Discussion with your employees, etc.

2. Feelings : Reflect on How you Felt in that Situation, How you Coped with it.

• Did you feel Insecure? Did you feel Determined? Did you Hesitate?

3. Evaluation : Evaluate the Experience and its Outcome , Objectively.

• What Consequences did it have, What worked, What did not, etc.

4. Analysis : Analyze the Reasons that explain the Result of this Situation.

• Why something worked or didn’t work. Why you Made that Decision, etc.

5. Conclusion : Get the Lessons from this Analysis; How to do things better.

• What could have been done better? What could be done in a different way?

6. Action Plan : Develop and Implement a Plan to do things better.

• Applying the Conclusions obtained in this Cycle.

Repeat the Cycle until Reaching the Desired Results .

Gibbs’ Reflective Cycle Template

Now, before sharing some examples , we want to explain one important thing:

• How to use this Cycle .

We know that it can get a bit Confusing (Feelings, Action Plan, etc).

That is why we’ll offer you a Guideline that you can Follow .

• It can be used for your Personal Analysis or, in Coaching Situations.

How to use the Gibbs Reflective Cycle

Description : Details are important, as is the Context of any Situation.

• The Place and People Involved.
• What Interactions happened.

Feelings : They Can give us a Clue as to what we need to Improve .

• If we feel Insecure, it is usually because we do not know the Subject well enough.
• What made you feel Uncomfortable?
• What made you feel Determined?

Evaluation : Here, you should not try to find Reasons , only Facts .

• What worked, What didn’t work, and under What Circumstances.
• The Outcome: What happened After the Situation?

Analysis : Now it is the time to find the Whys .

• Why is the Reason something Worked? The Root Cause.
• Potential Root causes causing you a Problem.

Conclusions : Time to “Connect the Dots” and obtain Solid Conclusions .

• What Solid Conclusions have you Obtained?
• What Could have been done better?

Action Plan : Now, you have to put things into Practice .

• Set Specific, Measurable, Realistic and Time-Related Goals.
• Use Objective Metrics.

Let’s see some examples:

Gibbs Reflective Cycle examples

Now, let’s Imagine that you have recently been Promoted to Manager .

You are very happy about it, but you do not feel very Comfortable when you face your employees .

• Sometimes you have to impose yourself, so that what you say is done.

Also, it is something you would like to Improve on .

That is Why you decided to use Gibbs’ Reflective Cycle .

Let’s see How you use it:

Description - Gibbs Reflective Cycle example

The Situation in which you want to Improve :

• It is You and your Employees (no matter Who).
• You are In front of them alone or in a collective meeting.
• You Want things to be done in a New way.
• You Tell them how they have to do things from now on .

Feelings - Gibbs Reflective Cycle example

After thinking Carefully about it, you Discover that you Felt :

• Anxious about Compelling People to do Something.
• Insecure about you Authority.
• Determined about the Need of doing the Things in a New Way.

Evaluation - Gibbs Reflective Cycle example

You then Evaluate what happens in these Situations :

• You Compel your employees to do what you say.
• They obey you.
• Those who know you best Respond much better to your Commands .
• Those who don’t know you are more Reluctant to change .

Analysis - Gibbs Reflective Cycle example

Now, you start thinking about the Whys :

• This makes you Feel Insecure.
• They don’t make you Feel Anxious or Insecure .
• That and , the fact that you are New in the Position .

Conclusion - Gibbs Reflective Cycle example

You Obtain important Conclusions from this Analysis :

• Or People that don’t know your Skills when making decisions.

This People are Reluctant to “obey” you, and make you Feel Insecure and Anxious.

• So they will Trust you more.
• And they will Trust your Authority more.

Action Plan - Gibbs Reflective Cycle example

Finally, you decide to Develop an Action Plan :

• Starting with those who know you least.
• Comparing the Previous Results with the Current ones.

You Estimate that you will need 2 months to have met with all your employees.

• And decide if you need to repeat this Cycle again.

The Gibbs’ Reflective Cycle is a Tool that helps professionals Grow and Learn from their past Experiences.

Consists of 6 Repetitive Steps that must be repeated until getting the desired Results:

• Description : Describe in detail the Situation in which you want to improve.
• Feelings : Reflect on How you Felt in that Situation, How you Coped with it.
• Evaluation : Evaluate the Experience and its Outcome, Objectively.
• Analysis : Analyze the Reasons that explain the Result of this Situation.
• Conclusion : Get the Lessons from this Analysis; How to do things better.
• Action Plan : Develop and Implement a Plan to do things better.
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Gibbs Reflective Cycle - 6 Stages, Pros and Cons

Table of Content

1. Description

3. evaluation, 4. analysis, 5. conclusion, 6. action plan, advantages of gibbs reflective cycle, disadvantages of gibbs reflective cycle.

After a considerable life, some people realise that they learn better with experience. Therefore, they are not designed to consume words without knowing them.

It is a fact that when one reflects on their experience, they do everything better. They are allowed to discover new boundaries in any situation. They can ask questions such as "what could have been done better" when it's hard for them to learn. It is where Gibbs Reflective Cycle comes into play. This cycle helps them understand what was right done by them and what they could have done better. Anyone can use it to make sense of any situation at work or home.

One of the most popular cyclic models of reflection is used. It leads to six stages of any experience. However, before we get into these stages, let's first understand what the Gibbs reflective cycle is:

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What is gibbs reflective cycle.

It is a cycle that helps people analyse their experiences. It can be concerning for any situation or scenario they have had while performing a particular activity. The primary aim of Gibbs model of reflection is to enhance the systematic thinking of anyone so that they can come to an effective conclusion. The drawback generated will help them gather courage and understanding to do better next time.

Therefore, it improves anyone's attention and ability to analyse any significant task they are engaged in. And also clear them of the mistakes they have made in such situations. After following Gibbs Reflective Cycle , anyone can gain good learning to analyse part of their experience and improve their actions in the future. And many other things that are related to any particular task.

Interesting! Is it not? You are improving your ability to analyse your activities and tasks with a model. Do you know this cycle's past events? If not, read the following section to learn more.

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How Did Gibbs Reflective Model Originate?

Professor Graham Gibbs was the man who supported "experimental learning." In his 1988 book, "Learning by Doing," he published the model. He published the model in his 1988 book, Learning by Doing. The book drew in the top psychologists of the time. They started to research the model using various scenarios and actions that a person would take daily. The Kolb learning cycle served as the model for the theory.

Gibbs cycle of reflection was said to be the best way to reflect on the past and discover how to deal with challenging circumstances without becoming alarmed or anxious. It developed into a crucial instructional technique that assisted learners in making sense of each task they completed. These days, nursing students use this model to comprehend various patient-related health scenarios. Accepting a failure as a lesson learned and delving into what went wrong aids them in overcoming a setback. To better understand, you can look for some examples of Gibbs model of reflection related to nursing backgrounds.

The main focus of nursing is taking care of patients and offering specific services throughout treatment. They are often asked to write assignments on their study of the Gibbs model. Students who need an A+ paper on the Gibbs model written by professionals turn to Nursing assignment help . As a result, the following section is the most important one in this article. Read it thoroughly.

Also Read:  How to Write a Reflective Essay Which Reflects Your Life Experience?

What Are the 6 Stages of Gibbs Reflective Cycle?

A management and self-reflection tool. To critically engage with the learning experience and draw conclusions, practice-based learning enables people to think logically and methodically about their various adventures.

There are six steps in the Gibbs reflective model . The first three steps are concerned with what took place during the experience that is being studied. The final three steps address how you can enhance your knowledge for similar situations you may encounter in the future.

You have to describe the experience in the initial phase. Provide background information and a factual account of the incident's specifics. Setting the stage for later analysis and evaluation, this step of the Gibbs Reflective Cycle functions similarly. To provide clear, accurate information to facilitate understanding. You might inquire as follows:

• What happened?
• When and where did it happen?
• Who was there?
• What did you do?
• What did other people do?
• What was the result of this situation?
• Why were you there?
• What did you want to happen?

Example of Gibbs Cycle of Reflection Description: My group, which consisted of three other students from my course, and I divided the various sections between us so that we would only have to research one component each for an assessed written group-work assignment. We didn't schedule a time to sit down and write the work together because we thought we could piece it together in the afternoon, the day before the deadline. But as soon as we sat down, it became apparent that the sections were written differently. To turn the assignment into coherent work, we were forced to rewrite most of it. We had allotted ourselves enough time before the deadline to write our sections independently, but we still needed to budget a lot of time to rewrite in case something went wrong. So that the assignment could be completed in time for the deadline, two members of the group had to cancel their evening plans.

Discuss your feelings, actions, and thoughts about the experience in step two of the Gibbs cycle . Never attempt to evaluate or judge the senses. Indicate them. Recall your emotions before, during, and following the incident. What may the experience have been like for others? What are your current thoughts on it?

• What emotions did you have before the event?
• What did you think during the crisis that took place?
• What do other people experience?
• What were you thinking during the case?
• What did you feel after the event?
• What do you believe other people are currently thinking about the situation?
• What are your current thoughts about the situation?

Example of Gibbs model of reflection of Feeling: I was content and thought we had divided the work up wisely before we got together and realised we still had a lot of work to do. I became quite irritated when we realised we couldn't turn in the assignment as is. I needed more motivation to do the rewriting because I was confident it would be successful. It is because a few group members had to postpone their plans, I felt pretty guilty, which motivated me to work harder and finish the work earlier in the evening. I'm glad we chose the effort-related course of action in retrospect.

The evaluation of the circumstances is the focus of this step. Whether they were good or bad, your experiences must be described. Be clear on the main goals as you assess the situation, highlighting the successes and failures. To write a stellar evaluation section just like how we provide assignment help , you must elaborate on the points listed below:

• What went well?
• What didn't go so well?
• Was the situation resolved afterwards? Why or why not?
• Things that went well in the situation
• Something that didn't go well in the situation
• What positives or negatives did you contribute?
• What positives or negatives did others provide?

Gibbs model of reflection example of evaluation: The fact that each group member delivered high-calibre work by the set deadline was one of the things that worked well. In addition, the fact that two group members had to postpone plans inspired us to work harder that night. That enhanced the group's commitment to hard work. On the other hand, we assumed that everyone would write in a different style, which made the group's overall time plan ineffective.

This Gibbs Reflective Cycle is the best opportunity to make sense of what happened and determine what lesson you have learned. You had been concentrating on the specifics of the situation until this point, but you now have the opportunity to conclude it. By doing this, you'll be prepared to handle the same situation effectively. First, list the good and bad things that occur to analyse both properly. Then, you can consider the following queries:

• Why did things go well in this situation?
• What are the reasons for the mistakes that occurred during the crisis?
• What sense can one make of the problem?
• What knowledge is required to understand the problem?
• What knowledge of other people helps to understand the problem?

Gibbs model of reflection example of analysis: After some reflection, I concluded that I should have researched cooking times and used a timer to aid in my planning. Overall, though, the evening was enjoyable, and while some attention was paid to my food, that was not our only goal. After the event, I spoke with a few of my friends, and their encouraging comments helped me realise that my outgoing nature made them feel comfortable and helped them enjoy the evening.

You can now conclude what transpired. You can do that by reflecting on how you felt at the time and imagining what else you could have done. You will significantly benefit from the knowledge gathered as you strive to improve yourself. To improve the outcome in the future, you summarise your expertise and highlight the changes in this step of the Gibbs reflective model . Keep in mind that it ought to be a natural reaction. You may find these questions helpful in this regard:

• What skills can you learn to enhance them?
• Can you use those skills now?
• If you faced the same situation, what would you do differently?
• How are you planning to turn the adverse outcomes into positive ones?

Gibbs model of reflection example of Conclusion: When a group wants to divide work into sections, we must first decide how each area looks and feels. If we had done this, it would have been possible to put the teams together and submit them without doing much rewriting. In addition, I'll keep asking people to identify their strengths, and for longer projects, I might suggest using the "Belbin team roles" framework. Finally, I discovered that sometimes we question our group's choices to ensure that we are not just making these choices out of groupthink.

It is the final action. Be proactive and outline your plans for putting them into action. Based on your findings, make the necessary adjustments to position yourself for the next instance of the same circumstance. For citation guidance, refer to the Gibbs model of reflection or seek professional assistance.

• What did you learn from the situation?
• What skills do you need to develop to become a better person?
• What could have been a more favourable situation for everyone out there?
• What else could have been done?

Gibbs cycle of reflection example of Action Plan: The following time I host an evening, I should practise beforehand so I can use a tried-and-true method. Thanks to this, I'll feel more organised and confident as the event approaches. And tried methods could also ask someone more accustomed to doing this for advice.

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What are the pros and cons of gibbs reflective cycle.

The Gibbs model of reflection has several benefits and drawbacks. Some pros and cons are given below.

• The theoretical model is simple to use and comprehend.
• The procedure enables you to apply the technique repeatedly and with various outcomes.
• You get better at it as you practise more.
• You gain more excellent equilibrium and more reliable judgement through practice.
• It takes a reactive approach rather than a proactive one.
• Since there is no mention of critical thinking, many people consider it superficial.
• There are no empirically supported questions in the model.
• It can be difficult for many people to express their emotions. This model cannot be used there.
• A novice may need help to carry out the study successfully without a guide or experienced practitioner.

Knowing where to begin the reflective process can be challenging if you are not used to it. Fortunately, there are many models you can use as a framework for your reflection, such as the Driscoll reflective model , the Era cycle, Kolb's experiential learning cycle, etc., to help you approach your reflection better.

Also Read:  Reflective Journal: A Guide on Writing Reflection-On-Action with Few Examples

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Applying Gibbs’ Model to Real-Life Experiences Essay

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Action Plan

This event was an unpleasant experience for the patient who expected to get relief from the pain he felt. First, the buddy nurse’s approach to the patient was unreasonable because the patient was in pain, and it was only natural to be agitated. However, I listened to the patient and also avoided confrontation by dragging my buddy nurse away with me. This saved the situation from getting worse although the confrontation that happened was harmful to the patient (Webb, 2011).

My buddy nurse should have stayed calm and listened to the patient’s concerns even if they were offensive. It would have been better if my buddy nurse exercised self-control and stopped the urge to snap back at the patient. While leaving, it was not right for him to make tide remarks to the patient. He should have excused himself to the patient with a promise that he would be back with a solution. The reaction that I gave to the patient was encouraging because I gave him an option of a stronger treatment, which was subject to discussion. Listening to the customer also gave hope that I empathized with his situation (Roussel, Swansburg & Swansburg, 2006). It is also necessary that I should have made a personalized and confidential service to the patient by showing up alone and not with a colleague. This way the patient would feel that he had been assisted because he would be dealing with the nurse who had earlier assisted him. Finishing up with the other patient first may have caused the delay which agitated the patient. It is advisable for a person to make a faster response to avoid cases in which patients get impatient and yell (Williams& Davis, 2005; Koutoukidis, Lawrencem & Tabbner, 2008).

Healthcare forms part of a patient’s healing process, and healthcare professionals should communicate effectively to build therapeutic relationships with the patients (Van, 1997). For instance, talking to the customer nicely and showing empathy would not only work as the pain killer but would give the patient hope. Making the patient angry makes the pain unbearable and may even worsen the situation. Using persuasive language and listening to the patient as well as offering a faster response develops a strong nurse-patient relationship. This improves the healing process. Active communication with the patient also involves the patient in health care and gives them control over their condition and the treatment that they get. In the above scenario, engaging the patient to enlighten him that he had been taking an overdose would make him responsible and prevent any similar future occurrence. He would feel that he had been saved from consuming more drugs than necessary, and this would encourage him to consult in the future. The situation would have been turned around to a powerful healing process by building a healthy relationship that would make the patient realize that holding back the medication was meant to help him and not punish him (Bach & Grant, 2008; White, L., & Rittenhouse Books, 2005).

If a similar event occurs in the future, there are changes that should be made to ensure that the patient is not treated unfairly like it happened. First, I would address the patient with the therapeutic service in mind. I would respond to the call with the aim of improving the patient’s situation, by the way, I talk and respond to his questions and concerns. My buddy friend added to the patient’s misery by snapping back and not giving the patient an opportunity to express his concerns (Rosdahl & Kowalski, 2008). This would be avoided by requesting my colleague to allow me to handle the situation. This could also be improved by establishing a uniform approach in which colleagues would allow others to handle their cases. Intervention should only be allowed when a request is made. This way the probability of harassment by a third party would be minimal. The notion that communicating with the customer is part of the therapeutic process and should be built to ensure that any intervention made is positive (Webb, 2011).

Health care has changed in nature from the treatment of acute illnesses to helping patients to manage chronic conditions. In this case, the patient may not have been healed, considering that it was a situation he was managing even while at home. The patient can be encouraged to adopt an attitude of self-care by informing him that he had been taking an overdose. This would make the patient more responsible for his health care and also establish a good relationship with his nurse (Mitchell & Haroun, 2012). This would promote the quality of his life even if his medical condition is chronic. The patient’s expectation, which is to be free of pain, would be achieved by providing an option that gives him a long-term solution. Overdosing to kill the pain would only be done for a short period while changing the form of medication would correct the past mistake and offer a longer-term solution. Educating the customer on the dangers of taking more dosage than required is involving and makes the process simpler and effective. When patients are aware of the treatment that they receive they learn and assist the health care providers in managing their situation (Dickson, Hargie & Morrow, 2003).

Patient-centered care gives the patient an opportunity to receive services that revolve around him/her rather than fitting into the services availed in the hospital. When they are viewed as active participants in the care offered to them, they feel acknowledged. This can be enhanced by listening to patients and offering services that fit their requirements. For instance, my patient could have been assisted better by proposing a further review by the Acute Pain Service rather than administering the usual PRN medication. The process should have begun by getting feedback on how the patient had been reacting from the PRN he used. Probably, the issue of overdose would have been raised and an alternative offered. This would avoid the confrontation because the patient would be aware that he had been overdosing. Therefore, the patient should be initiating the process by explaining his/her concerns. Recommendations should be based on the patients’ interests rather than what is available in the facility (Chapman, 2009).

Multidisciplinary teams help health care providers to coordinate their roles and expertise to offer patients quality services. The members of the team should understand their role. For instance, my buddy nurse may have treated the patient nastily because he was not his patient. This should not have been the case because teamwork requires them to respect the role of others. He should have achieved this by staying out of the discussion or contributing positively. In the future, such a scenario can be avoided by working at providing integrated health care in which nurses work collaboratively. This way there would be no difference in the way nurses treat a patient who may have been attended by a different nurse (Nurs, 2001).

To ensure that patients get quality services, nurses should be friendly and accept the needs of their patients. The patients should also be allowed to feel that the health care providers are willing to spent time with them. Allowing the patient to participate in the discussion of their health by asking for opinions and offering advice makes the patients feel part of the healing process (Nurs, 2001; O’Toole, 2012). The treatment service should also be tailored to them by addressing them by their names and remembering their situation. Sharing information about similar experiences and giving them hope builds a close relationship. Disagreements with the patients should be treated as a form of discussions without a formal objection which may make them objective. The services provided should offer continuity such that each patient has a health care provider (Martin, 2010; Antai-Otong, 2007). This way, progress can be monitored while a relationship builds between the nurse and the patient. It is also part of the therapeutic process. Serving an individual patient will help build a solid relationship in the future. This will also include basing the approach from the patient’s point of view to ensure that the patients needs come first before the services available can be offered. This will eliminate disagreements between healthcare providers and patients (Mackenzie & O’Toole, 2011; Jasper, 2003; Seago, nd).

Antai-Otong, D. (2007). Nurse-client communication: A life span approach . Sudbury, Mass: Jones and Bartlett Publishers.

Bach, S. & Grant, A. (2008). Communication and interpersonal skills for nurses . Exeter: Learning Matters.

Chapman, K. B. (2009). Improving Communication among Nurses, Patients, and Physicians. American Journal of Nursing . 109(11), 21-25.

Dickson, D., Hargie, O., & Morrow, N. C. (2003). Communication skills training for health professionals . Cheltenham: Nelson Thornes

Jasper, M. (2003). Beginning Reflective Practice – Foundations in Nursing and Health Care. Cheltenham. Nelson Thornes.

Koutoukidis, G., Lawrence, K., & Tabbner, A. R. (2008). Tabbner’s nursing care: Theory and practice . Chatswood, N.S.W: Elsevier Australia.

Mackenzie, L., & O’Toole, G. (2011). Occupation analysis in practice . Chichester, West Sussex: Wiley-Blackwell.

Martin, A. (2010). Non-verbal communication between nurses and people with an intellectual disability: a review of the literature. Journal of Intellectual Disabilities . 14(4), 303-314.

Mitchell, D., & Haroun, L. (2012). Introduction to health care . Clifton Park, NY: Delmar, Cengage Learning.

Nurs, E. J. O. (2001).Communication between nurses and simulated patients with cancer: evaluation of a communication training programme. Discussion . 5(3), 140-150.

O’Toole, G. (2012). Communication. Core interpersonal skills for health professionals . Sydney: Churchill Livingstone, Elsevier.

Rosdahl, C. B., & Kowalski, M. T. (2008). Textbook of basic nursing . Philadelphia: Lippincott Williams & Wilkins.

Roussel, L., Swansburg, R. J., & Swansburg, R. C. (2006). Management and leadership for nurse administrators . Sudbury: Jones and Bartlett.

Seago, J. A. (n.d.). Professional Communication . Web.

Van, S. G. M. (1997). Communication skills for the health care professional: Concepts and techniques . Gaithersburg, Md: Aspen Publishers.

Webb, L. (2011). Nursing: Communication skills in practice . Oxford: Oxford University Press.

White, L., & Rittenhouse Books, Inc. (2005). Foundations of nursing . Clifton Park, NY: Thomson Delmar Learning.

Williams, C. L., & Davis, C. M. (2005). Therapeutic interaction in nursing . Boston: Jones and Bartlett Publishers.

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Reflecting on Individual Professional Practice with Gibbs cycle

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