Holistic Care of the Surgical Patient: Reflective Practice Using Gibbs' Reflective Cycle

Holistic Care of the Surgical Patient

Table of contents
INTRODUCTION...........................................................................................................................3
Reflective cycle...........................................................................................................................4
Description...................................................................................................................................4
Feelings........................................................................................................................................4
Analysis.......................................................................................................................................6
Conclusion to the cycle................................................................................................................8
Overall summary.........................................................................................................................9
REFRENCES.................................................................................................................................10

INTRODUCTION
The assignment is about the student in the operating department practitioner will be reflecting on
the patients complaint on the pay. The confidentiality of the patient is maintained by the
guidance from the General Data Protection and Health (GDPR, 2018) and Care Professionals
Council (HCPC, 2016), this is done by referring the people by their roles.
The different industries such as the education, healthcare and therapy use reflective practice as
the key aspect, the reflective practitioner is able to learn from their mistakes as well as help in
improving the practise. MacCallum and Casey (2017) said that the reflective practise for the
naïve practitioner can be difficult process that can lead to the under-confidence or self-criticism
and this is very problematic. Thus, the experienced practitioner should be helping and supporting
the naïve practitioner in the reflection. The reflection for a practitioner can be negative, positive,
small and large but for more of the time it is found to be negative. According to Jarvis and
Baloyi (2020), the reflection is either in or on action. The in action means active reflection while
on action means after the event the retrospective reflection. The naïve practitioner finds it much
more difficult to achieve the reflection-in-action and the practitioner finds it easier to achieve the
reflection-on-action. The practitioner becomes more fluent with the reflection-on-action as
compared to the reflection-in-action. This will be appropriate as the author of the naïve
practitioner will be reflecting the occurred incident.
The reflection in the health care is very important as it help in bridging the theory-practise gap
for the practitioner though making them learn the new theories and applying in to the practise.
This help in improving the practice of the practitioner by the evidence based measures (Wu and
et.al, 2018). The HDPC ensures that the registrants are capable of reflecting and improving their
practice, the key part of being a worker as a registered healthcare professional is continuously
involving in the actions that are improving the practise as well as quality of care along with the
safety of the patient and learning from the mistakes.
The reflective models are suggested to the practitioners as the framework of the reflective model
is will guide them in the reflection that is difficult or complex in the starting. WIDIASTUTI and
BUDIYANTO (2018) suggest that using Kolb’s Experimental Learning Cycle for the reflection
by the naïve practitioner. The Kolb’s Experimental Learning Cycle ha four phases that are
concrete experience, abstract conceptualisation, active experimentation and reflective
observation. The author also suggests that the practitioner might find it difficult as the Kolb’s

Experimental Learning Cycle lack of the structural guidance. On the other hand Adeani, Febriani
and Syafryadin (2020) suggest that Gibb’s reflective cycle is the easy to use by the naïve
practitioner. The Gibb’s reflective cycle includes six stages that are descriptions of the event,
feelings of the practitioner, evaluation for the identification of the positives as well as negatives,
analysis of the event and conclusion of the cycle of the event along with the action plan where
the actions that can be done different the next time. The assignment will be using the Gibb’s
reflective cycle as it is more appropriate for the naïve practitioner along with this it suits the
learning cycle of the students. The Gibb’s reflective cycle is used for the structuring of the
assignment. This will be focusing on the surrounding issues that are maintaining a safe
environment, communication and infection control.
Reflective cycle
The Gibb’s model is the famous cyclic model of the reflection that helps lead to the six stages for
the exploration of an experience by the practitioner. It gives the learning from the experience. It
also provides with the framework for examining the experience and the cyclic nature repeat the
experiences that help in learning through the things that went well and that does not (Markkanen
and et.al, 2020). The six stages are:
Description of the event.
Feelings about the experience.
Evaluation of the event for the good and the bad.
Analysis for making sense out of the event.
Conclusion of what has been learned.
Action plan for the things that can be done differently the next time.
Description
The student of ODP is given the complaint of the patient from the theatres and is asked to reflect
using the Gibbs reflective cycle that need to be focused upon the aspects of holistic care,
infection control, communication and maintenance (Fergusson, van der Laan and Baker, 2019).
Feelings
The student after reading the complaint of the patient felt very ashamed and distressed the way
the patient is been treated. The student felt really bad for the patient as they had to go through
such traumatic phase and was angry as nobody helped the patient. The student as angry as many