Theory for Simulation
Reflective Practice and Its Role in Simulation

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Abstract

Reflection is important for learning in simulation-based education (SBE). The importance of debriefing to promote reflection is accepted as a cornerstone of SBE. Gibbs's reflective cycle is a theoretical framework comprised of six stages and can be used during structured debriefing to guide reflection. The aim of the article was to provide an overview of Gibbs's reflective cycle and its application to debriefing during SBE.

Section snippets

Reflection

Reflection lacks conceptual clarity because of concerns with the reflective methodology and the process outcome (Moon, 2013). For this article, the concept of reflection that makes most sense when working with health care professionals and simulation is:

“… an in-depth consideration of events or situations outside of oneself: solitary, or with critical support. The reflector attempts to work out what happened, what they thought or felt about it, why, who was involved and when, and what these

Gibbs's Reflective Cycle

Gibbs's reflective cycle (Gibbs, 1988) proposes that reflection takes place after an experience. It provides a structure that generally guides the process of reflecting. The framework consists of cue questions, based on key concepts, and provides a checklist for learners to work through, answering and considering the cue questions as they progress. The reflective cycle focuses on learning from experiences by involving feelings, thoughts, and recommendations for future actions. Gibbs (1988)

Analysis of the Theory

Meleis (2012) provides criteria for theory analysis that includes analysis of the theorist, the paradigmatic origins of the theory, and internal dimensions. According to Meleis (2012), these criteria provide a better understanding of its central questions and goals, relevant phenomena, and its strategy for development and enable systematic critique. We briefly address each of these criteria before further considering the Gibbs's reflective cycle in commonly used debriefing models.

Gibbs's Reflective Cycle and Its Relation to Debriefing Methods

Although Waznonis (2014) has identified 22 methods for debriefing, we have selected five commonly cited methods and two approaches to assess debriefings (Dieckmann et al., 2008, Rudolph et al., 2008; Arora, Ahmed, Paige, Nestel, & Sevdalis, 2012; Brett-Fleegler, Rudolph, Eppich, Monuteaux, & Simon, 2012; Dreifuerst, 2012; Ahmed, Arora, Russ, Darzi, & Sevdalis, 2013; Phrampus & O'Donnell, 2013). For each method, we have aligned Gibbs's reflective cycle with the six stages (Table 1).

The use of

Conclusion

Gibbs's reflective learning cycle is a structured, easy-to-follow model which appears to be at least partially applicable in most contemporary debriefing methods. It builds on Kolb's theory by adding the dimension of emotion, which is a key component of engagement and subsequent learning. There is an emphasis on deeper understanding and incorporation of learning into knowledge and future practice. Returning to the description of reflective practice previously outlined, it is important to

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    Stavanger Acute Care Research group funded the study.

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