By North Essay Help Editorial Team ·
Gibbs Reflective Cycle Nursing Example (Full Worked Reflection)
Gibbs' reflective cycle (Gibbs, 1988) has six stages: Description, Feelings, Evaluation, Analysis, Conclusion and Action Plan. Most nursing students write the first two well and run short on the stages that carry the marks: Analysis and Action Plan. Below is a complete worked reflection from a placement, with a word budget for each stage and the rewrites that turn a pass into a strong grade.
The six stages at a glance
| Stage | Question it answers | Share of a 1,000-word reflection |
|---|---|---|
| 1. Description | What happened? | 10% (about 100 words) |
| 2. Feelings | What was I thinking and feeling? | 10% (about 100 words) |
| 3. Evaluation | What went well and what didn't? | 15% (about 150 words) |
| 4. Analysis | Why did it happen that way? What does the evidence say? | 35% (about 350 words) |
| 5. Conclusion | What did I learn? What else could I have done? | 15% (about 150 words) |
| 6. Action Plan | What will I do differently, and how? | 15% (about 150 words) |
The word budget is a guide, not a rule from Gibbs. It reflects where marking rubrics usually put the weight: on Analysis, where you connect your experience to evidence and standards.
Full worked example
The scenario is fictional and de-identified. A second-year student on a medical unit misses the early signs of a patient's deterioration during a busy morning.
1. Description
During week three of my medical placement, I was caring for two patients with my preceptor. At 0800, one patient, an older adult admitted with pneumonia, had a respiratory rate of 24 and an oxygen saturation of 92% on 2 L of oxygen. I recorded the observations and moved on to my second patient's medication round. When my preceptor reviewed the chart at 0930, she noticed the change from the previous evening (respiratory rate 18, saturation 96%) and asked me to repeat the observations. The respiratory rate had risen to 28. She escalated to the charge nurse and the physician reviewed the patient within 20 minutes.
2. Feelings
At the time, I felt organized because I was keeping to my schedule. When my preceptor pointed out the trend, I felt embarrassed and anxious that I had missed something important. I also felt relieved that the patient was reviewed quickly. Looking back, I realize I was focused on finishing tasks rather than on what the numbers meant.
3. Evaluation
What went well: my observations were accurate and documented on time, which made the trend visible to my preceptor. Once the change was noticed, the escalation was fast and clear.
What did not go well: I recorded the numbers without comparing them to the previous set, so a 90-minute delay occurred before anyone acted on a worsening trend. I also did not tell my preceptor, which meant the only safety check was her chart review.
4. Analysis
The main reason I missed the change was that I treated observations as a task to record rather than data to interpret. Clinical judgment models describe this exact gap. The NCSBN Clinical Judgment Measurement Model separates "recognize cues" from "analyze cues": I recognized and recorded the cues but did not analyze them against the previous values.
Early warning scores exist because single readings can look acceptable while the trend is not. A respiratory rate of 24 on its own did not alarm me, but an increase of six breaths per minute overnight, combined with a fall in saturation, is a pattern associated with deterioration. Many hospitals in Canada and the U.S. now use early warning scores to make these trends harder to miss; the unit I was on used one, and I had not calculated it.
Workload also played a role. With two patients and a medication round due, I prioritized the scheduled task. Literature on missed nursing care shows that time pressure pushes nurses toward visible, timed tasks over assessment. As a student, I also hesitated to interrupt my preceptor with something I wasn't sure about. My program's competency framework expects students to communicate concerns, and the Canadian entry-level competencies for registered nurses include the Communicator and Advocate roles for this reason.
Finally, the outcome was good because of a system safeguard (my preceptor's chart review), not because of my practice. Relying on someone else to catch a change is not safe practice.
5. Conclusion
I learned that recording an observation is not the same as assessing a patient. I should have compared each set of vital signs with the previous set, calculated the early warning score, and told my preceptor straight away when the respiratory rate rose. I also learned that speaking up early is part of my role, even when I'm unsure. If I had said "His breathing rate has gone up from 18 to 24 since last night; can you have a look?", the patient would have been reviewed about an hour earlier.
6. Action Plan
- From my next shift: compare every set of vital signs with the previous set before moving on, and calculate the early warning score each time.
- This week: review my unit's escalation policy and early warning score thresholds with my preceptor.
- Communication: use SBAR to report any change to my preceptor immediately, starting with the trend, not just the latest number.
- By the end of placement: ask my preceptor for feedback on whether I am identifying and reporting changes promptly, and record it in my portfolio.
Fill-in template
Description: Where and when? Who was involved (roles only, no names)? What happened, in order?
Feelings: What did you feel before, during and after? What were you thinking at each point?
Evaluation: What went well? What didn't? Be specific and balanced.
Analysis: Why did it happen? Link to at least two of: evidence (research, guidelines), standards (your regulator or competency framework), theory (clinical judgment, communication, ethics).
Conclusion: What did you learn? What else could you have done?
Action Plan: Three to four actions, each with a time frame and a way to check you've done it.
Rewrites that lift the grade
| Stage | Weak | Stronger |
|---|---|---|
| Description | "I had a really busy day and lots happened." | "At 0800 I recorded RR 24 and SpO2 92% on 2 L, then started my second patient's medication round." |
| Feelings | "I felt bad." | "I felt embarrassed, then anxious that I had missed something important." |
| Evaluation | "It went badly." | "My observations were accurate, but I didn't compare them with the previous set, so a 90-minute delay occurred." |
| Analysis | "Communication is important in nursing." | "I recognized the cues but didn't analyze them; the NCSBN model separates these two steps for this reason." |
| Conclusion | "I learned a lot." | "Recording an observation is not the same as assessing a patient." |
| Action Plan | "I will be more careful." | "From my next shift, I will compare every set of vital signs with the previous set before moving on." |
Common mistakes in nursing reflections
- Too much Description. If the story takes half the word count, Analysis gets squeezed. Keep Description to the facts needed to understand the rest.
- Analysis with no sources. Rubrics expect evidence. Link your experience to at least two sources: a guideline, a standard, a theory or a research finding.
- Blaming others. Reflection is about your practice. Mention system factors, then focus on what you can change.
- A vague Action Plan. "Be more careful" can't be checked. Each action needs a when and a how.
- Identifiable details. No names, initials, room numbers, exact dates or hospital names. Write "an older adult admitted with pneumonia", not personal details.
- Writing in the wrong tense or person. Reflections are usually first person and past tense for what happened, present or future for what you've learned and will do. Check your rubric.
Gibbs or another model?
| Model | Stages | Best when |
|---|---|---|
| Gibbs (1988) | 6 | Your rubric asks for feelings and a detailed action plan |
| Rolfe et al. (2001): What? So what? Now what? | 3 | Short reflections or portfolio entries |
| Johns (model of structured reflection) | Cue questions | Deeper reflections on values and ethics |
| Kolb (experiential learning cycle) | 4 | Learning from practice skills over time |
If your assignment doesn't name a model, Gibbs is the safest choice for nursing because its six headings map directly to most marking criteria.
Frequently asked questions
What are the six stages of Gibbs' reflective cycle?
Description, Feelings, Evaluation, Analysis, Conclusion and Action Plan. The model comes from Graham Gibbs' 1988 book Learning by Doing, published by the Further Education Unit at Oxford Polytechnic (now Oxford Brookes University).
How long should a Gibbs reflection be for nursing?
Most nursing reflections are 750 to 1,500 words. Whatever the length, give the Analysis stage the largest share, about a third.
Should a nursing reflection be written in first person?
Yes. Reflection is about your own practice, so "I" is expected. Check your rubric for tense and any academic style rules.
Do I need references in a Gibbs reflection?
Usually yes, especially in the Analysis stage. Most nursing programs expect APA 7 references to guidelines, standards or research.
Can I reflect on something that went well?
Yes. A positive experience works if you analyze why it went well and how you'll repeat it.
What's the difference between Gibbs and Rolfe?
Gibbs has six stages and asks about feelings separately. Rolfe has three questions (What? So what? Now what?) and suits shorter reflections or portfolio entries.
Related guides and tools
- SOAP note example for nursing students
- Digital nursing portfolio: examples and structure
- How to write a nursing care plan
- Free APA 7 citation generator
- Nursing assignment help
Sources: Gibbs, G. (1988). Learning by Doing: A guide to teaching and learning methods. Further Education Unit, Oxford Polytechnic. Rolfe, G., Freshwater, D. and Jasper, M. (2001). Critical Reflection for Nursing and the Helping Professions. NCSBN Clinical Judgment Measurement Model. Canadian Council of Registered Nurse Regulators, Entry-Level Competencies for Registered Nurses (2019). The example is fictional and for learning only.
