Theory for SimulationReflective Practice and Its Role in Simulation
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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2022, Women and BirthCitation Excerpt :Reflexive conversations undertaken as part of clinical supervision supports the emotional work of the midwife and facilitates practitioners to navigate the emotional load associated with midwifery care. Other studies involving the use of ‘near peer learning’ reported that reflection was the most significant outcome of reflective debrief in simulated immersive learning experiences [45]. This four-item factor demonstrated adequate internal reliability, but may have been influenced by the small number of items.
The implementation of reflective assessment using Gibbs' reflective cycle in assessing students' writing skill
2023, AIP Conference Proceedings
Stavanger Acute Care Research group funded the study.