Gibbs Reflective Cycle for NMC Revalidation: A Step-by-Step Guide

Mastering Reflective Writing for NMC Revalidation

Writing reflective accounts is one of the most challenging aspects of NMC revalidation for many nurses and midwives. You need to produce five written reflective accounts that demonstrate how your CPD activities or practice-related feedback relate to the NMC Code – but where do you start?

The Gibbs Reflective Cycle is one of the most popular and effective frameworks for structuring your reflective writing. This comprehensive guide will show you exactly how to use Gibbs' model to create meaningful, Code-linked reflective accounts that meet NMC revalidation requirements.

What is the Gibbs Reflective Cycle?

Developed by Professor Graham Gibbs in 1988, the Gibbs Reflective Cycle is a structured framework that guides you through the process of learning from experience. It breaks reflection down into six clear stages, making it easier to analyse your practice and identify areas for development.

The six stages of Gibbs Reflective Cycle are:

1. Description – What happened?
2. Feelings – What were you thinking and feeling?
3. Evaluation – What was good and bad about the experience?
4. Analysis – What sense can you make of the situation?
5. Conclusion – What else could you have done?
6. Action Plan – If it arose again, what would you do?

Why Use Gibbs Reflective Cycle for NMC Revalidation?

The Gibbs model is particularly well-suited for NMC revalidation reflective accounts because it:

• Provides clear structure: The six stages give you a logical framework to follow
• Encourages depth: Each stage prompts you to think more deeply about your experience
• Links to learning: It naturally leads you to identify what you've learned and how you'll develop
• Supports Code references: The analysis stage is perfect for linking to NMC Code standards
• Demonstrates professional development: The action plan shows your commitment to ongoing improvement
• Is widely recognised: Many confirmers are familiar with this model, making it easier to discuss

How to Use Gibbs Reflective Cycle: Step-by-Step Guide

Stage 1: Description – What Happened?

Begin by describing the experience you're reflecting on. This could be a CPD activity you attended or practice-related feedback you received.

What to include:

• When and where did it take place?
• Who was involved?
• What happened?
• What was your role?
• What was the outcome?

Tips for this stage:

• Keep it factual and objective
• Provide enough context for someone unfamiliar with the situation to understand
• Be concise – this is just setting the scene
• Avoid analysis or judgement at this stage

Example for CPD:
"In September 2024, I attended a full-day workshop on person-centred care for patients with dementia. The training was delivered by a specialist dementia nurse and included interactive sessions, case studies, and practical communication techniques. Approximately 20 healthcare professionals from various settings attended the workshop."

Example for feedback:
"During my annual appraisal in October 2024, my line manager provided feedback on my mentoring of a newly qualified nurse. She observed that I had demonstrated excellent communication skills and created a supportive learning environment. The feedback specifically mentioned my patience in explaining complex procedures and my ability to provide constructive guidance."

Stage 2: Feelings – What Were You Thinking and Feeling?

This stage explores your emotional response to the experience. Honest reflection on your feelings is crucial for meaningful learning.

What to consider:

• How did you feel before the experience?
• What were you thinking during it?
• How did you feel afterwards?
• What were your concerns or worries?
• What pleased or surprised you?

Tips for this stage:

• Be honest about your feelings – there are no wrong emotions
• Consider both positive and negative feelings
• Think about how your feelings changed throughout the experience
• Reflect on why you felt the way you did

Example for CPD:
"Initially, I felt apprehensive about the training as I had limited experience working with dementia patients. During the workshop, I felt increasingly engaged and motivated as the trainer shared practical strategies. I was surprised by how much I didn't know about person-centred dementia care. By the end, I felt inspired to implement these approaches in my practice and slightly concerned about whether I had been meeting the needs of dementia patients adequately in the past."

Example for feedback:
"I felt proud and validated when I received this positive feedback. I had been uncertain about my mentoring abilities, particularly as I had only recently completed my mentorship qualification. The feedback reassured me that I was on the right track. However, I also felt a sense of responsibility to continue developing my mentoring skills to support future students effectively."

Stage 3: Evaluation – What Was Good and Bad About the Experience?

Now you evaluate the experience, considering both positive and negative aspects.

What to explore:

• What went well?
• What didn't go so well?
• What did you contribute?
• What did others contribute?
• What was the impact on patients, colleagues, or your practice?

Tips for this stage:

• Be balanced – include both positives and areas for improvement
• Consider different perspectives (yours, patients', colleagues')
• Think about immediate and longer-term impacts
• Be specific rather than general

Example for CPD:
"The positive aspects included gaining practical communication techniques that I could immediately apply, such as using validation therapy and avoiding correcting confused patients. The interactive format made the learning engaging and memorable. The case studies helped me understand how to apply person-centred principles in real situations. However, the workshop was quite intensive, and I would have benefited from more time to practice the techniques. Additionally, the training focused primarily on hospital settings, whereas I work in community nursing, so I needed to adapt some approaches."

Example for feedback:
"The positive aspect was receiving specific, constructive feedback that highlighted my strengths in communication and creating a supportive environment. This gave me confidence in my mentoring approach. My patient explanations and constructive guidance were particularly effective. However, the feedback was quite general in some areas, and I would have appreciated more specific examples of what I did well so I could replicate these behaviours consistently."

Stage 4: Analysis – What Sense Can You Make of the Situation?

This is the most critical stage for NMC revalidation as it's where you demonstrate deeper thinking and link to the NMC Code.

What to consider:

• Why did things happen the way they did?
• What knowledge or theory helps explain the situation?
• How does this relate to the NMC Code?
• What does this tell you about your practice?
• What patterns or themes emerge?

Tips for this stage:

• This is where you MUST reference the NMC Code
• Use evidence-based practice or theory to support your analysis
• Think critically about why things happened
• Consider the broader context of your practice
• Be specific about which Code sections apply

Example for CPD:
"This training directly relates to sections 1 and 2 of the NMC Code – treating people with kindness and respect, and recognising and respecting the contribution that people make to their own care. Person-centred dementia care embodies these principles by focusing on the individual's needs, preferences, and dignity rather than just managing symptoms. The training also links to section 8 of the Code – working cooperatively and respecting the skills and contributions of colleagues – as effective dementia care requires multidisciplinary collaboration. My initial apprehension highlighted a gap in my knowledge, which relates to section 22 of the Code about keeping my knowledge and skills up to date. The training has helped me better understand how to prioritise people (Code theme 1) when caring for patients with dementia."

Example for feedback:
"This feedback relates to section 9 of the NMC Code – sharing my skills, knowledge, and experience for the benefit of people receiving care and my colleagues. As a mentor, I have a responsibility to support the learning and development of students and newly qualified nurses. The positive feedback on my communication skills links to section 7 – communicating clearly and effectively – which is essential for effective mentoring. My ability to create a supportive environment reflects section 20 – upholding the reputation of the profession – by modelling professional behaviour and standards. This experience has reinforced my understanding of how mentoring contributes to the 'practise effectively' theme of the Code by ensuring the next generation of nurses develops strong clinical skills and professional values."

Stage 5: Conclusion – What Else Could You Have Done?

Reflect on what you learned and what you might do differently in future.

What to explore:

• What did you learn from this experience?
• What could you have done differently?
• What skills or knowledge do you need to develop?
• How has this changed your understanding or practice?

Tips for this stage:

• Focus on learning rather than self-criticism
• Be realistic about what was within your control
• Consider both immediate and longer-term learning
• Think about how this applies beyond this specific situation

Example for CPD:
"I learned that person-centred dementia care requires specific communication techniques and a shift in mindset from 'managing' patients to understanding their perspective. I could have been more proactive in seeking dementia training earlier in my career, particularly as the prevalence of dementia is increasing. I now understand that some of my previous approaches, while well-intentioned, may not have been truly person-centred. I need to develop my skills in validation therapy and non-verbal communication with dementia patients. This experience has changed my understanding of what it means to 'prioritise people' in the context of dementia care."

Example for feedback:
"I learned that my natural communication style and patience are strengths in mentoring. However, I could have been more proactive in seeking feedback throughout the mentoring relationship rather than waiting for the appraisal. I need to develop my skills in providing structured feedback and using formal mentoring frameworks. This experience has reinforced that effective mentoring requires intentional effort and ongoing reflection on my approach. I've learned that creating a supportive environment is as important as teaching clinical skills."

Stage 6: Action Plan – If It Arose Again, What Would You Do?

The final stage focuses on how you'll apply your learning in future practice.

What to include:

• What specific actions will you take?
• How will you apply this learning in your practice?
• What further development do you need?
• How will you know if you've improved?
• When will you review your progress?

Tips for this stage:

• Be specific and realistic
• Set measurable goals where possible
• Include timescales
• Consider what resources or support you need
• Make it actionable – what will you actually do?

Example for CPD:
"I will implement the person-centred communication techniques I learned when caring for patients with dementia, particularly using validation therapy and avoiding correction. Within the next month, I will review my trust's dementia care policy to ensure my practice aligns with current guidelines. I plan to attend follow-up training on advanced dementia care within the next six months. I will seek feedback from colleagues who specialise in dementia care about my approach. I will also share the key learning points from this training with my team during our next clinical supervision session, fulfilling my responsibility under section 9 of the Code to share knowledge with colleagues. I will reflect on my dementia care practice in six months to evaluate whether I have successfully integrated these person-centred approaches."

Example for feedback:
"I will continue to develop my mentoring skills by attending an advanced mentorship workshop within the next year. I will implement a more structured approach to mentoring by using a formal mentoring framework and setting clear learning objectives with future students. I will seek regular feedback from students throughout the mentoring relationship rather than only at the end. I will arrange to observe experienced mentors to learn different approaches and techniques. I will also engage in peer supervision with other mentors to discuss challenges and share best practices. Within three months, I will review the NMC standards for student supervision and assessment to ensure my practice remains current. I will document my mentoring activities and reflections to support my ongoing professional development and future revalidation."

Complete Example: Gibbs Reflective Cycle for NMC Revalidation

Here's a complete reflective account using the Gibbs model:

Reflective Account: Safeguarding Training

Description:
In March 2024, I completed mandatory safeguarding adults Level 3 training. The half-day online course covered recognising signs of abuse, understanding safeguarding procedures, and the legal framework for protecting vulnerable adults. The training included case studies and scenarios requiring us to identify safeguarding concerns and appropriate actions.

Feelings:
I initially felt that this was just another mandatory training requirement. However, as the training progressed, I became increasingly engaged, particularly when we discussed subtle signs of abuse that I might have previously missed. I felt concerned that I may not have recognised safeguarding issues in the past and determined to be more vigilant in future.

Evaluation:
The positive aspects included updated information on types of abuse, including financial and digital abuse, which I hadn't previously considered in depth. The case studies were realistic and helped me understand how to apply safeguarding principles in practice. The training reinforced the importance of documentation and following procedures. However, the online format meant I couldn't ask questions in real-time, and some scenarios felt rushed without adequate time for reflection.

Analysis:
This training directly relates to sections 16 and 17 of the NMC Code – acting without delay if someone is at risk of harm and raising concerns immediately if someone is vulnerable or at risk. Understanding the different types of abuse and subtle warning signs enables me to better fulfil my duty to preserve safety (Code theme 3). The emphasis on following procedures links to section 19 – being aware of and reducing as far as possible any potential for harm. The training highlighted that safeguarding is not just about recognising obvious abuse but about being alert to changes in behaviour, unexplained injuries, or signs of neglect. This requires the observational skills and person-centred approach emphasised in sections 1 and 8 of the Code. My initial complacency about 'just another mandatory training' revealed an attitude that doesn't align with section 22 – keeping my knowledge and skills up to date. Every training opportunity, even mandatory ones, offers valuable learning.

Conclusion:
I learned that safeguarding awareness requires ongoing vigilance and that abuse can take many forms beyond physical harm. I could have been more engaged from the start rather than viewing it as a tick-box exercise. I need to develop my confidence in raising safeguarding concerns and understanding the procedures in my workplace. This experience has changed my perspective on mandatory training – it serves an important purpose in maintaining professional standards and protecting vulnerable people.

Action Plan:
I will review my trust's safeguarding policy within the next two weeks to ensure I understand local procedures. I will be more observant of potential safeguarding indicators in my daily practice, particularly subtle signs of financial or emotional abuse. If I have any concerns, I will raise them promptly with the safeguarding lead, in line with section 17 of the Code. I will attend the annual safeguarding update training and consider completing Level 4 safeguarding training within the next two years to deepen my expertise. I will also share key learning points from this training with colleagues during our next team meeting. I will reflect on my safeguarding practice in my next supervision session to ensure I'm applying this learning effectively.

Common Mistakes to Avoid When Using Gibbs Reflective Cycle

1. Being Too Descriptive

Many nurses spend too much time on the description stage and not enough on analysis and action planning. Keep the description concise – just enough context to understand the situation.

2. Skipping the Feelings Stage

Some people feel uncomfortable discussing emotions, but this stage is important for honest reflection. Your feelings provide insight into your values and motivations.

3. Superficial Analysis

The analysis stage should be the longest and most detailed part of your reflection. This is where you demonstrate critical thinking and link to the NMC Code.

4. Forgetting NMC Code References

You must explicitly reference which sections of the Code relate to your reflection. Don't assume the reader will make the connection – state it clearly.

5. Vague Action Plans

Action plans should be specific and measurable. Instead of "I will improve my communication skills," say "I will attend a communication skills workshop within three months and practice active listening techniques with patients."

6. Being Too Critical

Reflection should be balanced. Include what went well and what you learned, not just what went wrong.

7. Writing in the Wrong Tense

Description and feelings are usually past tense (what happened, how you felt). Analysis can be present tense (what this means). Action plan is future tense (what you will do).

Tips for Strong Reflective Writing Using Gibbs Model

Use Clear Headings

Label each stage of the Gibbs cycle clearly. This makes it easy for your confirmer to see you've covered all elements.

Write in First Person

Reflective writing should be personal. Use "I" statements – "I felt," "I learned," "I will."

Be Specific

Use concrete examples rather than generalisations. Instead of "I learned about communication," say "I learned to use open questions and allow silence for patients to process information."

Link Theory to Practice

In the analysis stage, reference relevant theories, evidence, or research alongside the NMC Code.

Show Professional Growth

Demonstrate how the experience has changed your practice or understanding. Revalidation is about ongoing development.

Proofread Carefully

Check for spelling, grammar, and clarity. Your reflective accounts represent your professional standards.

How Many Words Should Each Stage Be?

While there's no strict rule, here's a rough guide for a 500-750 word reflective account:

• Description: 100-150 words (15-20%)
• Feelings: 75-100 words (10-15%)
• Evaluation: 100-125 words (15-20%)
• Analysis: 150-200 words (25-30%) – This should be your longest section
• Conclusion: 75-100 words (10-15%)
• Action Plan: 100-150 words (15-20%)

Alternatives to Gibbs Reflective Cycle

While Gibbs is popular, other reflective models you might consider include:

• Driscoll's Model (What? So What? Now What?): A simpler three-stage model
• Johns' Model of Structured Reflection: More detailed, with guided questions
• Rolfe's Reflective Model: Similar to Driscoll's but with more depth
• Schön's Reflective Practice: Focuses on reflection-in-action and reflection-on-action
• Borton's Framework: Simple and straightforward for beginners

The NMC doesn't require you to use a specific model, but using a recognised framework helps structure your thinking and ensures you cover all necessary elements.

Getting Support with Reflective Writing for Revalidation

Many nurses find reflective writing challenging, especially if you haven't written reflectively since your training. Professional NMC confirmer services can help you:

• Understand how to structure reflective accounts using Gibbs or other models
• Identify appropriate experiences to reflect on
• Make meaningful links to the NMC Code
• Develop action plans that demonstrate professional growth
• Review your reflective accounts before submission
• Build confidence in your reflective writing skills

Final Thoughts on Using Gibbs Reflective Cycle

The Gibbs Reflective Cycle provides a clear, structured approach to reflective writing that works perfectly for NMC revalidation. By following the six stages systematically, you can create reflective accounts that demonstrate your professional development, link clearly to the NMC Code, and show your commitment to ongoing learning.

Remember, reflection isn't just about meeting revalidation requirements – it's a valuable tool for professional growth. The more you practice reflective writing, the more natural it becomes, and the more you'll gain from the process.

Start early, choose meaningful experiences to reflect on, and take time to think deeply about your practice. Your reflective accounts should tell the story of your professional journey and your commitment to providing excellent, safe, person-centred care.

Need help writing your reflective accounts using the Gibbs model? Our expert NMC confirmers can guide you through the process, review your reflective writing, and help you create a strong revalidation portfolio that demonstrates your professional development and Code compliance.