Reflection is a process of reviewing effective activities, describe and analyse them in order to learn and lead a new understanding and appreciation. When we reflect we consider deeply something which we might not otherwise have given much thought to. This helps us to learn. Reflection is concerned with consciously looking at and thinking about our experiences, actions, feelings and responses and then interpreting or analysing them in order to learn from them (Boud et al., 1994; Atkins and Murphy, 1994). To achieve this we should ask ourselves about what we did, why and how we did it and what we’ve learnt from it. Boud and his co-writers view reflection from the learner’s point of view. Rowntree (1988) says unless you think about a learning task after you have done it, the task will almost certainly be wasted. Johns (1995) says that reflection creates new learning for the individual through the process of understanding their experiences.
In reflection there are several formal models which can be used. This models are a guide of how we can describe, analyse and evaluate in an effective way every experience of ours. A model commonly used in the health professions is Gibbs’ model of reflection (1988). Gibbs reflective cycle encourages a clear description of the situation, analysis of feelings, evaluation of the experience analysis to make sense of the situation, conclusion where other option are considered and reflection upon experience to examine what you would do if the situation comes up again.
First Stage: Event Description
Describe in detail the situation. What, when, why, where happened. Who else was there? What you and other were doing. What was your and other people’s part? What was the result? Provide relevant details aim to put the reader in the picture.
Second Stage: Feelings and thoughts