Reflective practice is a fundamental aspect of nursing as it enables continuous learning,
improves patient care, and allows nurses to analyse their experiences and identify areas for
improvement. This assessment aims to understand the value of reflective practice in nursing
and its role in professional development. Using Gibb’s practice model, it explores why
reflective practice is essential for registered nursing.
Reflective practice is a continuous learning process in which individuals can self-evaluate
and reflect on an experience, allowing them to identify areas for improvement and improve
learning developments (Murdoch, 2019). Reflective practice is important for registered
nurses because it allows them to reflect on self-experiences and improves patient outcomes
and experiences. Registered nurses benefit from reflective practice as it enables them to
identify other ways to react to an experience and hopefully gives them a different outcome
(Daly & Jackson, 2020). By reflecting on the positives and negatives of an experience, a
nurse can assess what went well, what did not and what they would do in the future
(McCallum & Milner, 2020). Reflective practice also enhances patient care by allowing
nurses to recognise potential errors, causes, and near misses, improving patient safety
(Howatson-Jones, 2016). This is important because nurses have a duty to care for their
patients and should always work to improve patient outcomes and experiences. Together, this
reassessment of a nurse helps to improve the quality of care provided to the patients
continuously.
Gibb’s reflective model, created in 1988, is a six-step process for effectively reflecting on an
event. These steps include description, feelings, evaluation, analysis, conclusion, and an
action plan (Dosser & Nicol, 2016). Graham Gibbs designed this model to encourage people
to think in detail about the different steps of an experience (Wain, 2017). It has been adapted
for use in other fields, including nursing.
The first stage of the reflective model is description, which involves explaining what
occurred in the situation. Next is feelings, where individuals can express their thoughts and
feelings on the situation. Following is evaluation, where an individual can evaluate the
advantages and disadvantages of the experience. The fourth stage is analysis, which allows
discussion about the aspects that helped and hindered the outcome. The conclusion enables
self-reflection on what we have learned and our personal and professional achievements.
Lastly is the action plan, where questions like “What could I have done differently’ are used.
This allows for a process for future students to follow about similar opportunities (Glassburn,
Lay, & McGuire, 2019).
This reflection will use Gibbs’s reflective model to analyse my experience assisting a surgical
dental procedure. During one of my first shifts as a dental assistant, working for an Oral and
Maxillofacial surgeon, I assisted with removing a tongue mucocele. Initially, I felt anxious as
I had never assisted with a biopsy before or seen the procedure done. However, I was also
very excited, as I had researched the procedure and was interested in seeing it in real life.
During the operation, the surgeon helped by explaining each step as we went along. This
calmed my nerves and allowed me to be attentive and confidently assist the surgeon.
However, there was a minor complication where the patient started to bleed excessively,
making it difficult for the surgeon to maintain a clear field of vision. As the bleeding started
to increase, I needed to act quickly using the suction and handing instruments to the surgeon.
I hesitated and felt overwhelmed as it was my first time handling a bleed during a surgical
procedure. The other nurse quickly took charge, started suctioning, and handed the correct
instruments. Once I stepped back, I took a deep breath and focused on the task. I could then
take over the assisting role and continue throughout the procedure. On reflection, the
experience had both positive and negative aspects. On the positive side, I regained my focus
and continued to assist despite my initial hesitation. Although initially overwhelmed, this
showed that I could adapt and remain engaged even in stressful situations. However, my
hesitation at a critical moment outlined my lack of confidence in handling unexpected
complications. This experience showed me the importance of staying calm and adapting
quickly during procedures. Unexpected complications can arise at any time during surgical
procedures, and as an assistant, I need to be able to assist without hesitation. Although I had
researched and had some knowledge of the procedure, it showed that I lacked hands-on
experience dealing with excessive bleeds. This experience has taught me that when assisting
in a surgical procedure, there is more that goes beyond the steps. It also involves anticipating
potential complications and being ready to react under pressure. Although I initially
struggled, I was able to adjust and support the surgeon by the end of the procedure.
In conclusion, reflective practice is essential for personal growth as it allows nurses to
analyse experiences, identify areas of improvement, and enhance patient’s overall care. Using
the Gibbs model, I could reflect and recognise my strengths and areas for improvement. This
reflection reinforced the importance of confidence and being prepared for all high-pressure
situations.
Daly, J., & Jackson, D. (2020). Contexts of nursing: An Introduction. Elsevier Health
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Glassburn, S., McGuire, L. E., & Lay, K. (2019). Reflection as self-care: models for
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https://doi.org/10.1080/14623943.2019.1674271
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https://bdng.org.uk/wp-content/uploads/2017/02/DN-153-40-44-Reflective.pdf
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