Gibbs’ reflective journal entry for my NUR 210 clinical placement

NUR 210 Reflective Journal: Clinical Placement (Gibbs’ Cycle)

Unit Information

Course code: NUR 210 (or equivalent second‑year Clinical Nursing / Practicum)
Course title: Clinical Nursing Practice I
Assessment title: Reflective Journal – Week X Clinical Experience
Assessment type: Individual reflective journal entry (structured using Gibbs’ reflective cycle)
Weighting: 10% of final grade (one of several weekly or milestone reflections)
Length: 750–1,000-word entry
Due: Within 72 hours of completing the relevant clinical shift/week (see clinical timetable)

Assessment Description

This assessment requires you to write a structured reflective journal entry based on one significant clinical event or learning moment from your current placement. You will use Gibbs’ reflective cycle to describe what happened, examine your thoughts and feelings, evaluate what went well and what did not, analyse the situation using relevant theory, draw conclusions, and identify an action plan to guide your future practice.

Reflective practice is crucial for developing clinical reasoning and professional growth. Research shows that structured reflection using Gibbs’ cycle improves student awareness of decision-making processes and enhances their ability to integrate theory into practice (de la Torre‑Ugarte‑Guirot et al., 2021).

Task Instructions

Step 1: Select a Clinical Experience

• Choose one specific episode from your recent shift or week that had learning significance (e.g., administering medication, communicating with a deteriorating patient, participating in a dressing change, supporting a family member, or managing workload).

• Ensure the event can be discussed in depth while maintaining patient confidentiality (do not use real names or identifying details).

Step 2: Structure Your Reflection Using Gibbs’ Cycle (750–1,000 words)

Use the headings below in your journal. Word ranges are indicative only.

1. Description (approx. 150–200 words)

   • Provide a concise, factual account of what happened, including where you were, who was involved (roles, not names), and your role.

   • Avoid interpreting or judging at this stage; focus on the key sequence of events.

2. Feelings (approx. 100–150 words)

   • Describe your thoughts and emotions before, during, and after the event.

   • Be honest and specific about any uncertainty, stress, confidence, or discomfort you experienced.

3. Evaluation (approx. 100–150 words)

   • Identify what went well and what did not from your perspective and, where relevant, from the patient or team perspective.

   • Consider outcomes, communication, teamwork, and adherence to policy or procedure.

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4. Analysis (approx. 200–250 words)

   • Examine why the situation unfolded as it did, using relevant nursing concepts, evidence, or standards (e.g., assessment frameworks, communication models, safety guidelines, clinical skills).

   • Link specific aspects of the episode to theory or best-practice recommendations and consider alternative actions.

5. Conclusion (approx. 100–150 words)

   • Summarise what you have learned about your strengths, limitations, and professional responsibilities from this experience.

   • Identify one or two key insights to carry forward.

6. Action Plan (approx. 100–150 words)

   • Describe specific, realistic steps to improve your practice in similar situations (e.g., skills practice, seeking feedback, reviewing guidelines, planning communication strategies).

   • Include a timeframe and, where appropriate, how you will evaluate whether your plan has been effective.

Formatting and Confidentiality Requirements

• 750–1,000 words, typed, double‑spaced, 12‑point font

• Use the six Gibbs headings as subheadings in your journal entry

• Write in the first person but maintain a professional tone

• Do not include identifying information about patients, staff, or the clinical site; use generic descriptors such as “an older adult patient”, “the RN”, “my preceptor”

• Use APA 7th edition for any references to guidelines, models, or research

Marking Criteria / Rubric

Criterion 1: Depth of Reflection and Critical Thinking (40%)

• High distinction: Moves beyond description to offer thoughtful, critical reflection on the event; examines assumptions, decisions, and responses; shows awareness of alternative approaches and their implications

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• Pass: Provides some reflection on thoughts, feelings, and actions; may focus more on description with limited critical examination

• Unsatisfactory: Largely descriptive; little evidence of questioning, self-awareness, or critical engagement

Criterion 2: Use of Gibbs’ Reflective Cycle and Theoretical Integration (35%)

• High distinction: Uses all six stages of Gibbs’ model clearly and coherently; effectively links experience to relevant theory, standards, or evidence; demonstrates accurate application of concepts

• Pass: Uses most stages; some links to theory or guidelines, though may be brief or general

• Unsatisfactory: Lacks clear structure based on Gibbs’ cycle; minimal or inaccurate reference to theory

Criterion 3: Action Planning, Professionalism and Writing (25%)

• High distinction: Presents a specific, realistic, and time‑bound action plan that logically follows from the reflection; writing is clear, well‑organised, and mostly error‑free; confidentiality maintained; referencing accurate

• Pass: Provides an action plan with some specificity; writing generally clear; minor issues with structure or referencing

• Unsatisfactory: Action plan vague or missing; frequent language or structural issues; confidentiality or referencing requirements not met

Gibbs’ Analysis and Action Plan

The episode highlighted how medication administration can become task‑focused when the ward is busy, which increased the risk that I would miss subtle cues of patient discomfort or early deterioration. I followed the five rights of medication but did not fully explore the patient’s comment that they “felt different” after the previous dose, relying heavily on the preceptor’s reassurance. Research indicates that structured reflection on such moments can enhance clinical reasoning and patient safety. My action plan for the next fortnight is to allocate a brief “check‑back” conversation with at least one patient after each medication round, using open questions about how they are feeling and documenting concerns for discussion with my preceptor. I also plan to revisit medication safety guidelines for the ward and bring one question from those guidelines to each shift to integrate formal standards into practice. Progress will be evaluated through preceptor feedback and review of subsequent journal entries. Incorporating regular self-reflection exercises has been shown to strengthen professional judgement and improve confidence in clinical decision-making (Milinkovic, 2005).

 Learning Resources / References

• Milinkovic, D. (2005). Demystifying the reflective clinical journal. Journal of Nursing Education, 44(6), 248–250. https://doi.org/10.3928/01484834-20050601-06

• Gibbs, G. (1988). Learning by Doing: A Guide to Teaching and Learning Methods. Oxford: Oxford Polytechnic. Summary available at: https://www.simplypsychology.org/gibbs-reflective-cycle.html

• de la Torre‑Ugarte‑Guirot, B. et al. (2021). Using the reflective journal to improve practical skills in nursing students. International Journal of Environmental Research and Public Health, 18(16), 8650. https://doi.org/10.3390/ijerph18168650

• NurseMyGrade (2024). How to write a nursing reflective journal: Best guide. https://nursemygrade.com/reflective-journal-guide

• Structural Learning (2026). Gibbs’ reflective cycle: The six stages of reflection. https://www.structural-learning.com/post/gibbs-reflective-cycle

• Johns, C. (2017). Becoming a Reflective Practitioner (5th ed.). Wiley-Blackwell. This book provides additional models and practical guidance for structured reflection in clinical practice.