Honest Reflection

 Realising What Reflection Really Means

I used to think of reflection as “thinking back” in situations; I have realised whilst maturing it’s more than that. Working in the health and social care sector, honest reflection (McGarr and O’ Gallchóir, 2020) means being real with yourself, stepping back and asking, “What just happened here?” Even if the answer is uncomfortable, this means recognising not only just what went right but also what didn’t, and most importantly, being brave enough to question your actions. This isn’t to shame yourself but about taking accountability for your actions and learning from mistakes. Also, being honest in reflection requires vulnerability, which can be hard, but this is where the real growth starts.

Using Gibbs Reflective Cycle to Guide Me

Last semester we were introduced to a few models of reflection; one that really stayed with me was Gibbs reflective cycle (1988). This isn’t the only one out there, but for someone like myself who is working in the healthcare industry, the reflective cycle is really useful (McLeod, 2025).  This for me walks through situations in stages, starting with description, then asking how you felt, what was good or bad about the situation, what you learnt, what you could have done differently and finally what you would do if it happened again. At first it seemed formulated, but once I applied it to a situation that had happened at work, I started to see its value.

Observing a Distressing Patient Moment

During a recent hospital shift, I supported an elderly patient, Mr T, who lives with moderate mental health issues (Salvalaggio et al., 2017), including disorientation and delusional thinking. That day, he was particularly anxious and repeatedly asked when his wife would be arriving to pick him up; she had passed away a few years ago.

A new staff member, unaware of Mr T’s history, replied bluntly, “She died a few years ago. I’m sure you’re aware of this.” I was sitting nearby and witnessed Mr T’s expression change from confusion to deep sadness. He began to cry. In that moment, I froze. I wasn’t sure whether to step in or remain quiet.

Feeling Unsure and Disappointed in Myself

Afterwards, I felt a wave of emotions, guilt, frustration, and disappointment in myself. I kept thinking that I should have done something. From training, I knew that in situations involving disorientation or delusional thinking, it is more supportive to meet the person with empathy, not confrontation (Joseph and Siddiqui, 2023).

However, I hesitated I was unsure if it was my place to intervene and didn’t want to undermine a colleague. Deep down, I recognised it wasn’t just about the situation; it was also about my own lack of confidence in responding appropriately in the moment. In hindsight, while the staff member’s comment clearly upset Mr T, my silence allowed that distress to go unaddressed. That stayed with me.

At the same time, this experience provided me with a valuable opportunity to reflect on the type of healthcare practitioner I aspire to be – one who not only comprehends the principles of compassionate care but also takes action when it is most needed.

Reflecting on What I Should Have Done

This situation reinforced the importance of emotional intelligence and person-centred care, especially when supporting individuals with mental health conditions. It reminded me that clinical knowledge must be balanced with empathy. Empathy allows us to connect with patients on a deeper level, fostering trust and understanding. By integrating these qualities into our practice, we can create a more supportive environment that promotes healing and well-being. Delusional thinking or disorientation, confronting the person with reality can cause unnecessary emotional harm  (Khosravi et al., 2024) What’s often more helpful is a gentle redirection that acknowledges their feelings without confirming or denying their version of reality.

In this case, a more compassionate response might have been, “She sounds like she meant a lot to you. Mr T, tell me more about her.” “  This could have supported his emotional needs while helping to de-escalate his fear and anxiety.

Learning to Speak Up With Kindness

This reflection helped me see that advocacy doesn’t always require confrontation; it can be quiet, kind, and patient-focused. I realised that it’s not enough to know what good care looks like; I have to be ready to act on that knowledge, even when it’s uncomfortable. My silence, though well-intentioned, fell short of what Mr T needed in that moment.

What I Will Do Next Time

Moving forward, I want to be more confident in advocating for patients, especially when emotional wellbeing is at stake. If a similar situation arises, I will step in with empathy, using supportive language that validates the patient’s feelings without reinforcing distressing realities. Also to support newer staff by gently sharing relevant patient background or best practice in a way that encourages learning rather than blame. I recognise that being a good team member means looking out for both patients and colleagues.

Becoming a More Caring Professional

Most importantly, I’ve learnt that reflective practice isn’t just a professional tool; it’s also. deeply personal. It helps shape who I am becoming, not just as a healthcare worker but as a person who leads with compassion, courage, and a (Sherwood, 2024).

References

Gibbs, G., 1988. Learning by doing: A guide to teaching and learning methods. Oxford: Oxford Polytechnic.

Joseph, S.M. and Siddiqui, W. (2023). Delusional disorder. [online] National Library of Medicine. Available at: https://www.ncbi.nlm.nih.gov/books/NBK539855/.

Khosravi, M., Azar, G. and Izadi, R. (2024). Principles and elements of patient-centredness in mental health services: a thematic analysis of a systematic review of reviews. BMJ Open Quality, [online] 13(3), pp.1–11. doi:https://doi.org/10.1136/bmjoq-2023-002719.

McGarr, O. and O’ Gallchóir, C. (2020). The futile quest for honesty in reflective writing: recognising self-criticism as a form of self-enhancement. Teaching in Higher Education, 25(7), pp.1–7. doi:https://doi.org/10.1080/13562517.2020.1712354.

McLeod, S. (2025). Gibbs Reflective Cycle. [online] Simply Psychology. Available at: https://www.simplypsychology.org/gibbs-reflective-cycle.html.

Salvalaggio, G., Meaney, C., Moineddin, R., Grunfeld, E. and Manca, D. (2017). Moderate mental illness as a predictor of chronic disease prevention and screening. BMC Family Practice, 18(1). doi:https://doi.org/10.1186/s12875-017-0645-x.

Sherwood, G. (2024). Reflective Practice and Knowledge Development: Transforming Research for a Practice-Based Discipline. International Journal of Nursing Sciences, [online] 11(4), pp.399–404. doi:https://doi.org/10.1016/j.ijnss.2024.08.002.