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Gibbs Reflective Cycle

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  • Level: High school
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Introduction

Reflection is an essential and analytical practice which revolves around self-evaluation of a certain event or a specific aspect (Coleman & Willis, 2015). To reflect appropriately, the Gibbs Reflective Cycle has been used as a method to analyse the situation and effectively produce a report (Husebø, O'Regan & Nestel, 2015).

Gibbs Reflective Cycle

Description and Feelings

While working on the project for clinical placement, there were several elements or causes which failed me to meet the project criteria. The first cause is improper use of language and grammar. I failed to use effective and necessary language constraints in the project that could have enhanced clarity in my writing. Another cause was relevance as the data I used seemed to be correct, but its relevancy did not meet the project requirements. Failure to critically evaluate the facts was another important cause of not meeting the criteria.

As for feelings, acceptance of failure, honesty in anticipating the need for improvement and focus on development is essential to meet the project criteria effectively. These feelings would be constructive and required to overcome the situation and ensure scholarly success.

Evaluation

Evaluating an event does give insight into what went right or wrong based on the outcome of the event (Schön, 2017). Not meeting the criteria was negative as it aroused feelings of discouragement in achieving desired results. However, failure to meet the criteria gave me an insight into all those skills which are essential to improving academic writing. Another positive element is that it has provided me with another chance to work on my shortcomings and focusing ways to develop competence in writing.

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Analysis and Conclusion

Through evaluation, it is clearly evident, that various skills are important to be developed to enhance my scholarly aptitude. Working on factors that could enhance the same would be beneficial to appropriately enhancing skills necessary for academic writing. There are various aspects which could help me in improving factors which were causes of professional criteria being unmet. For Grammar, I must take up training sessions to develop my writing skills. Critical Evaluation Skills, several conferences and seminars could prove as a viable strategy for enhancing this aptitude. Relevance could be enhanced by better research and effective analysis of the topic under question which is very important to present relevant information in my writing. All these strategies are important enough for me to excel in my academic writing and professional career.

Action Plan

It is crucial and of utmost importance in my perspective to work on enhancing skills that are lacking in my writing to ensure consistent growth in the future (Gaus, 2017).

According to Harrison, 2015, consistent training and benchmarking enhance efficiency in the use of grammar. Various aspects such as punctuation, tenses, adjectives, etc. could be applied in a better manner using training.

As per the views of Wallace & Wray, 2016, conferences could be used appropriately for enhancing critical reading as well as writing. Listening to spokespersons who have excelled in these skills would help me in identifying loopholes as well as techniques which could be best used for critical evaluation.

In accordance with the views of Harland, 2016, it is extremely important that effective research be held to carry out authenticated information for academic writing. In order to develop aptitude in relevance, it is essential to learn methods for effective research.

All these methods and action plans are very important for me to excel in my work as well as professional writing. Moreover, enhancing these skills would make me competent enough to accomplish future projects effectively (Hosein and Rao, 2017).

Conclusion

Thus, it can be concluded that reflection helps in evaluating the root causes and techniques which could enhance personal and professional skills for an effective future.

References

Books and Journals

  • Coleman, D. & Willis, D.S. (2015). Reflective writing: The student nurse's perspective on reflective writing and poetry writing. Nurse education today. 35(7). pp.906-911.
  • Gaus, N. (2017). Selecting research approaches and research designs: a reflective essay. Qualitative Research Journal. 17(2). 99-112.
  • Harland, T. (2016). Teaching to enhance research. Higher Education Research & Development. 35(3). pp.461-472.
  • Harrison, J. (2015). The English grammar profile. English Profile in Practice, English Profile Studies. 5. pp.28-48.
  • Hosein, A. and Rao, N., 2017. Students' reflective essays as insights into student-centred pedagogies within the undergraduate research methods curriculum. Teaching in Higher Education. 22(1). pp.109-125.
  • Husebø, S. E., O'Regan, S., & Nestel, D. (2015). Reflective practice and its role in simulation. Clinical Simulation in Nursing. 11(8). 368-375.
  • Schön, D.A., 2017. The reflective practitioner: How professionals think in action. Routledge.
  • Wallace, M. & Wray, A. (2016). Critical reading and writing for postgraduates. Sage.
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