Reflective Entry 1: "Learning from Reflection: My First Steps as a Thoughtful Practitioner"
- dariaburduja24
- Oct 31, 2025
- 3 min read
Introduction
As I begin my journey into professional practice, reflection has emerged as a vital tool for growth. This entry draws upon Gibbs' Reflective Cycle (1988) to examine a situation from my placement in a care home, where poor communication during a handover affected patient safety. Reflecting on this moment helped me understand not just the problem, but how I think and act under pressure — and how I must improve.
Description
During a recent care placement, I was shadowing the evening team during shift handover. A resident with early-stage dementia was mistakenly reported as having already received their medication. In reality, they hadn’t. I observed the confusion but, lacking confidence, said nothing. The mistake was caught later by the night nurse, but it could have caused serious harm.
Feelings
At the moment, I felt anxious, unsure, and slightly intimidated. I questioned myself: “What if I’m wrong?” or “It’s not my place to speak.” Afterwards, I felt disappointed in myself for not intervening, especially since I noticed the error. This discomfort stayed with me — a signal that reflection was needed.
Evaluation
On one hand, the situation offered a valuable learning moment. I witnessed firsthand how communication breakdowns can lead to real clinical risks. On the other hand, I missed the chance to speak up. This showed me how unprepared I was to assert myself — not because of a lack of knowledge, but because of fear and inexperience. As Rolfe et al. (2001) argue, self-awareness is key to ethical practice, and I had to face that mine was limited.
Analysis
Using Gibbs’ model, I was able to examine each stage and see the root of my hesitation. According to Schon’s (1983) concept of the "reflective practitioner", we must think both in and on action. In this case, I only reflected after the fact, which limited my impact. I now see that reflective practice is not just about correcting mistakes—it’s about building the inner voice to prevent them.
Kolb’s Experiential Learning Cycle (1984) also resonates here: I had a concrete experience, reflected on it, formed abstract conclusions, and am now planning how to act differently in future. This theoretical triangulation deepened my understanding of professional accountability.
Conclusion
This incident taught me that hesitation — even well-meaning — can be risky in healthcare. Silence can lead to harm. I also realised that reflection is not optional; it's essential to becoming a thoughtful, ethical practitioner.
Action Plan
In the future, I will:
Use daily reflective journaling (Driscoll, 2007) to stay self-aware.
Practice assertive communication using the DESC model (Describe, Express, Specify, Consequences) during roleplays
Engage more in peer debriefs to build confidence.
Review guidelines on speaking up (NMC, 2018) to understand my ethical duties better
References
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Oxford: Oxford Polytechnic.
Kolb, D. A. (1984). Experiential Learning: Experience as the source of learning and development. Prentice-Hall.
Rolfe, G., Freshwater, D., & Jasper, M. (2001). Critical reflection for nursing and the helping professions: A user’s guide. Palgrave Macmillan.
Schon, D. A. (1983). The Reflective Practitioner: How professionals think in action. Basic Books.
Driscoll, J. (2007). Practising Clinical Supervision: A Reflective Approach for Healthcare Professionals. Elsevier Health Sciences.
Nursing and Midwifery Council (2018). The Code: Professional standards of practice and behaviour for nurses, midwives and nursing associates. Available at: https://www.nmc.org.uk/standards/code/
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