Gibb’s Cycle of Reflection Framework

This essay critically reflects on the Gibb’s Cycle of Reflection framework and its application in nursing practice. It discusses the process of patient health assessment and the skills required for comprehensive assessment. The importance of holistic care and professional standards in nursing is also highlighted.

Running head: GIBB’S CYLCE OF REFLECTION FRAMEWORK 1
Gibb’s Cycle of Reflection framework
Student’s Name
University Affiliation

GIBB’S CYLCE OF REFLECTION FRAMEWORK 2
Gibb’s Cycle of Reflection framework
Introduction
Reflection in nursing is linked to learning from experience or the past event. It is seen as a
significant approach for individuals who embrace long life learning. Reflective practice is an
approach commonly used in nursing practice in order to promote nurses in becoming qualified
and independent professionals (Smith & Roberts, 2015). This essay critically reflects on what
we have learnt this semester. It includes the aspects of health assessments such as measurement
of TPR, measurement of BP and health interviewing. This relates to my developing ability
geared towards meeting the comprehensive conducts assessment of patient’s health. The model
of reflection used in this paper is the Gibbs cycle of reflection which is utilized to encourage
people with a certain experience. The model consists of six processes of reflection which
enables one to think and reflect on all the phases of experience (Perry, Faan, Potter & Ostendorf,
2019).
Description
This semester has been very promising for me in becoming a qualified independent nurse.
The topic that has been interested during the semester is patient health assessment. Having
knowledge of health assessment as a nurse is important as it helps one to identify the medical
requirements of patients. The health of patients is surveyed by directing the physical examination
of the patient. Physical examination helps the nurse to obtain the complete health assessment of
patient. We were also taught about observation techniques such as auscultation, palpation and
percussion.

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There are different types of health assessment that we learned. These health assessments include
pain assessment, assessment of blood pressure among others.
While assessing the pain, we are first supposed to perform hand hygiene, consult patient
documentation then introduce ourselves to the patient to gain consent. Another important thing
that we were taught by our educator is to understand how to prepare patient and provide privacy
as appropriate (Morton, Fontaine, Hudak, & Gallo, 2010). Also, we should initiate
communication and clarification of the client’s immediate concern.
Another important subtopic that we covered in this semester is the process of patient health
assessment that involves temperature, pulse and respiration. We were able to go through and
understand step by step assessment of patient’s temperature, pulse and respiration. Furthermore,
we were able to learn new things like interviewing the client on matters of health. All these parts
of patient health assessments require skills and confidence while performing them.
According to (Yanhua & Watson, 2011), assessment includes the collection of data about
someone’s state of health. The definition seems so simple but in the real sense it is a difficult
thing to practice without knowledge and skills. In other words, what I learned during the course
of the semester was that patient health assessment is not just checking the physical being but also
checking on other factors such as the values of the client, the patient’s family and support
networks and the patient’s ability to care for self. In order to follow a holistic model of patient
care, all these components must be fully assessed (Al-Shaer, Hill & Anderson, 2011).
Feelings
Although this topic initially seemed to be simple, I realized later that it is not that simple as
it needs a lot of concentration as most part of a nurse involves assessing the patient. I also

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realized that the way I used to assess the patient was not enough as I lacked some techniques that
are very important. Also, I realized that the knowledge that I got from the class could provide me
with a more holistic approach by applying all the techniques that I got from the class. While
assessing the patient I normally have some conversations with the patient, but I found that it can
go deep by talking about their lives, their family’s history and culture I could learn much more
about their feeling. With such knowledge and skills, I could feel very confident to handle any
patient in terms of health assessment (Yanhua & Watson, 2011).
Evaluation
It is very important to have assessment skills and knowledge to the highest level as a nurse
since in a hospital setting it is only the nurse who is continually available at the bedside. I find
this part of learning as the ideal and true part of my practice as a nurse. What I can do is to
appreciate my lecture for taking time and teaching me about patient health assessment. The
experience that I got from the class was fundamental as I believe it will prepare me in becoming
a qualified nurse. From the experience, I feel I can now conduct assessments that are culturally
appropriate and holistic and utilize different assessment techniques for the accurate collection of
data from the patient. Such assessment skills include the assessment of patient’s temperature,
pulse and respiration (Barkauskas, Baumann & Fisher, 2011). Besides, the experience was good
as it installed skills of working in partnership with patients in order to understand the possible
factors that have affected the health of the patient.

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Analysis
Through the class of patient’s health assessment, we were able to comprehensively cover the
conducts of what we should do while assessing the patient. A complete comprehensive and
systematic assessment should involve effective questions to gain appropriate information, polite
controls, and appropriate response to patients and demonstrate sensitive and appropriate physical
techniques. A comprehensive assessment should also involve the encouragement of patients in
order to provide the required information without hesitation (Bromley, 2018). Over the semester
we were also able to learn professional standards and behavior that are required by the NMBA.
Such standards included code of ethics, standards for practice and codes of conduct.
Conclusion
Taking everything into account, I feel this class of patient health evaluation has helped me
to fortify and reinforce the attitudes that I had recently adopted. In addition, the class extended
my insight into areas that are less frequently used when assessing the patient. I believe the skills
and knowledge will help me to accurately conduct comprehensive and systematic assessments in
the future. Besides, the skills will also help me to be able to analyze the information and
communicate the outcomes as the basis for nursing practice (Bromley, 2018).
Action plan
I will continue to use the Gibbs reflective model of nursing practice to gain more experience
for the comprehensive assessment of patients in the future. I will also do more research on what
health assessment entails as this will develop my ability towards meeting the behavioral cues of
the nursing profession (Urden, Stacy & Lough, 2019). Also, I will visit you tube videos to learn
more about the assessment of patient health. Furthermore, I am planning to apply for an

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industrial attachment in our nearby hospital in order to put knowledge and the assessment skills
that I gained throughout the semester into practice. I also indent to meet all the professional
standards of NMBA which will give me a change to practice my profession in Australia.
With the accomplishment of such actions, I believe I will have made a big step in becoming an
effective and independent qualified nurse.

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References
Al-Shaer, D., Hill, P. D., & Anderson, M. A. (2011). Nurses' knowledge and attitudes regarding
pain assessment and intervention. Medsurg Nursing, 20(1), 7.
Barkauskas, V., Baumann, L. C., & Darling-Fisher, C. S. (2011). Health and physical
assessment. Mosby.
Bromley, P. (2018). Capability in nursing. Australian Nursing and Midwifery Journal, 26(1), 42.
Morton, P. G., Fontaine, D., Hudak, C. M., & Gallo, B. M. (2010). Critical care nursing: A
holistic approach (Vol. 1). Philadelphia: Lippincott Williams & Wilkins.
Perry, A. G., Faan, R. E., Potter, P. A., Faan, R. M. P., & Ostendorf, W. (2019). Nursing
interventions & clinical skills. Mosby.
Smith, J., & Roberts, R. (2015). Reflective practice. Vital Signs for Nurses: An Introduction to
Clinical Observations, 222-230.
Urden, L. D., Stacy, K. M., & Lough, M. E. (2019). Priorities in critical care nursing. Elsevier
Health Sciences.
Yanhua, C., & Watson, R. (2011). A review of clinical competence assessment in nursing. Nurse
education today, 31(8), 832-836.