NUR2299 Clinical Reflection: Gibbs Cycle and Interpersonal Skills

This assignment presents a Gibbs Reflection Cycle analysis of a clinical experience in a rehab ward, focusing on the student's development of interpersonal communication skills during a primary survey. The student describes initial nervousness, followed by relief and positive feedback from a clinical facilitator. The reflection evaluates both positive and negative aspects of the experience, analyzing the importance of interpersonal skills, such as active listening and teamwork, in conducting primary research. It references relevant literature, including Bánszki et al. (2019) and NMBA standards, to support the analysis. The conclusion emphasizes the need for excellent interpersonal skills in research and outlines an action plan for future professional development, including training in effective communication and seeking feedback. The assignment demonstrates the student's ability to apply the Gibbs Reflective Cycle to a real-world clinical scenario, linking the experience to nursing standards and providing a plan for continuous improvement.

Running head: GIBB’S REFLECTION CYCLE
GIBB’S REFLECTION CYCLE
Name of the student:
Name of the university:
Author note:

1GIBB’S REFLECTION CYCLE
Description:
While in the clinical placement in Rehab Ward of Princess Alexandra Hospital, I was
asked to perform a primary survey in the rehab ward. I was asked to perform a survey on the
patients of the rehab ward. The purpose of the primary survey was to identify the key factors
that can contribute to the research by expressing my interpersonal skills. While doing the survey
I was new to the experience of the primary survey. However, my clinical facilitator assisted me
to understand my participants and assessing my ability to conduct a primary survey. The
facilitator provided me with feedback that I was able to research independently.
Feelings:
While performing the primary survey, I was initially nervous and apprehensive as I was
new to the situation. I was concern that whether I was able to do a primary survey or not by
expecting to demonstrate interpersonal skills. However, I felt relieved when my facilitator
assisted me to understand my participants and provided me with a feedback that I was able to
research independently.
Evaluation:
Considering the positive experience of the incident, I got an opportunity to involve in
effective communication and able to exhibit my interpersonal skills while interacting with the
patients. Moreover, I received positive feedback I was able to research independently. However,
the negative experience was that I was anxious and apprehensive as I was new to the experience
of doing a primary survey. I was also anxious regarding my ability to exhibit interpersonal skills
while communicating with the participants such as active listening, motivation and flexibility.

2GIBB’S REFLECTION CYCLE
Analysis:
Bánszki et al. (2019), suggested that in order to conduct primary research such as survey,
registered nurses require proper interpersonal skills such as active listening skills, teamwork,
motivation, patients and assertiveness. The importance of interpersonal skills in the research is
that it will enable researchers to obtain the attitude, beliefs of the participants along with the key
factors that will facilitate the research (Bodak et al., 2019). In this context, a registered nurse
must comply with the NMBA standard 2 which suggested that registered nurse must
communicate respectfully and establish a therapeutic relationship so that research can be
facilitated (Nursingmidwiferyboard.gov.au, 2019). Therefore, with the assistance of my clinical
facilitator, I was able to exhibit my interpersonal skills and able to comply with NMBA 2 and I
received positive feedback that I can do research independently.
Conclusion:
On a concluding note it can be said that in order to do primary research like survey,
registered nurses must have excellent interpersonal skills such as active listening, motivation,
collaborative skills so that key factors for research can be obtained from the participants. In this
context, I was able to exhibit interpersonal skills while conducting a primary survey in the rehab
ward as my clinical facilitator assisted me to understand the participants.
Action plan:
In future, I aim to be more professional while dealing with a similar situation. I will
involve myself in training and workshops regarding effective communication and interpersonal
skills. Training and workshops will enable me to observe the peers who are conducting research
independently and incorporate the skills in my practice so that I can conduct research without the
support of the supervisor (Barton, Bruce & Schreiber, 2018). While I will encounter a similar

3GIBB’S REFLECTION CYCLE
situation, I will conduct in-depth knowledge regarding the skills for a conducted survey and
apply it in the situation so that I can obtain suitable research. Additionally, after three to two
weeks, I will seek feedback regarding my practice from the clinical facilitator and incorporate
the feedback in the research while conducting the research.

4GIBB’S REFLECTION CYCLE
References:
Bánszki, F., Beilby, J., Quail, M., Allen, P., Brundage, S., & Spitalnick, J. (2018). A clinical
educator’s experience using a virtual patient to teach communication and interpersonal
skills. Australasian Journal of Educational Technology, 34(3).
Barton, G., Bruce, A., & Schreiber, R. (2018). Teaching nurses teamwork: Integrative review of
competency-based team training in nursing education. Nurse education in practice, 32,
129-137.
Bodak, M., Harrison, H., Lindsay, D., & Holmes, C. (2019). The experiences of sessional staff
teaching into undergraduate nursing programmes in Australia: A literature
review. Collegian, 26(1), 212-221.
Nursingmidwiferyboard.gov.au (2019). Nursing and Midwifery Board of Australia - Professional
standards. [online] . Available at: https://www.nursingmidwiferyboard.gov.au/Codes-
Guidelines-Statements/Professional-standards.aspx [Accessed 28 Jul. 2019].