Critical Analysis of Gibbs Reflective Cycle

This is intended to be a critically reflective essay based around Gibbs reflective cycle (Gibbs 1992) on the ability to foster empowerment of myself and of the learner I worked with, to develop our skills and, through reflection, promote lifelong learning. Reflection is an active process that enables health care professionals gain a deeper understanding of their experiences (Conway 1996) and serves to extend our professionalism and develop our confidence in a bid to make sense of clinical experiences (Ghaye, Gillespie & Lillyman 2000). It can aid us in our ability to resolve the contradictions between what is desirable and what is actual practice, making us more self aware and thus become empowered to respond differently in future situations (Johns 1995 & 2004).
Fundamental to promoting learning and the increase in standards and quality this brings is the concept of empowerment. Mason (1991) suggested that empowerment includes enabling people to recognise their strengths, abilities and personal power. Nicklin & Kenworthy (2000) identified three elements to this concept, capability i.e. the learner has the appropriate knowledge, skills and attitude to fulfil their role, confidence to be able to work unsupervised and have the confidence to innovate, and congruence i.e. for the learner to have commitment to and confidence of support within their area of work, being involved in future developments. Development of these skills and the subsequent increase in confidence and dedication to the work area, including wanting to continue to improve, promotes the concept of lifelong learning i.e. continuing to acquire knowledge and skill lasting much or all of ones life. This can be through academic study, by self managed learning such as reading journals, outside interests e.g. hobbies and experiential learning both through work and life experiences. This concept affects not only our work environment, giving job satisfaction, but can facilitate self improvement both...