Kolb’s Reflective cycle was given by David Kolb in 1984 by zeroing in on four phases and various styles of learning. In this learning hypothesis and reflective cycle, that’s what kolb cited “Learning is an interaction by which information is made through a change of involvement”. This experiential learning cycle incorporates substantial experience, reflective perception, theoretical conceptualization, and dynamic trial and error (Bergsteiner and Avery, 2014).
Kolb’s reflective cycle can likewise be alluded to as a more limited rendition of Gibbs model, as the premise of the two models are about a person’s own encounters (Abdulwahed and Nagy, 2009). In any case, the contrast between the two lies in the quantity of stages in each model. A fundamental viewpoint here is to consider that reflection models like Gibbs and Kolb center around individual learning while there are significantly other reflection models, for example, Schon model of refection that are useful for pondering the authoritative issue. In this reflective cycle, people survey previous encounters, plan ideas, and apply the learnings acquired. A definite depiction of the various stages in Kolb’s reflective cycle is examined as follows-
Various stages in Kolb’s reflective cycle:-
Stage 1: Substantial experience
Substantial experience is the part that connects with your new encounters or circumstances being experienced by you at various parts of life. In this stage, you want to contemplate recently experienced circumstances or previous encounters you need to ponder. It is an impressive truth to realize that this part centers around verifiable data and makes sense of the entire setting of the circumstance you are reflecting upon. At this stage, you can compose a reflection on a particular circumstance by responding to the accompanying inquiries.
What was the deal? This will make sense of verifiable data about an encounter that could be about an involved involvement in medical procedure, a gathering or a singular undertaking.
How did you respond? This part will feature your and other affected individuals’ jobs and obligations in the experience.
How did others associated with the circumstance respond? This question will address the effect and impact of others’ activities in the circumstance.
Stage 2: Reflective perception
In this part, in the wake of depicting an entire involvement with substantial structure, the following segment is tied in with composing the reflective perception. reflective perception is more about what you have realized and what you saw during your experience and making sense of a similar in your appearance composing. In this part, you will significantly feature the distinctions between your suppositions before that and how those discernments have fundamentally changed after the experience. The key inquiries that can be considered to make sense of this stage in reflective composing incorporate
What did you expect? This will feature your earlier suppositions about the experience.
What was the deal? In this, you will feature the truth of the experience.
What did you realize? This question will feature your learnings in view of your experience.
Stage 3: Unique conceptualization
Dynamic conceptualization is the third stage in reflective practice which prompts making sense of groundbreaking thoughts with an emphasis on the experience as well as new learnings acquired from present insight. Close by, you will likewise zero in on how these learning will assist you with accomplishing your future Shrewd objectives all the more successfully. In this stage, you want to make sense of your novel thoughts and learnings by addressing the accompanying inquiries.
What might you at some point have improved or in an unexpected way? In this, you will feature the activities that might have brought about improved results.
How might you manage comparable circumstances later on? This question will respond to insights regarding future activity plans.
Stage 4: Dynamic trial and error
The last stage in this reflective practice is dynamic trial and error which suggests a point by point portrayal of how your recently obtained information is applied in viable circumstances. This down to earth information will assist you with managing different circumstances and evaluate new methodologies. Some helping questions that will help you in characterizing this segment are
How could you execute these groundbreaking thoughts into training? This will feature different techniques through which you will incorporate recently acquired information.
What did you do any other way when a comparable circumstance happened once more? This will reveal insight into various moves you will make experiencing the same thing later on.
Pushing forward, for better appreciation, let us apply Kolb’s model of reflection to consider the learnings.
Further Read: Gibbs’ Reflective Cycle
Kolb’s reflective cycle example in nursing
Case evaluation – This reflective model will feature the experience of a medical caretaker throughout her mid year temporary position in the careful ward. This reflection practice will zero in on a medical caretaker’s experience who was treating a patient experiencing leg ulcers and confronted a few difficulties in dealing with the patient.
Stage 1: Substantial encounters
Throughout my late spring entry level position in pressure treatment for leg ulcers, I was put in a ulcer treatment ward. On one of my encounters with a local area nurture, I was approached to change the dressing of a patient experiencing leg ulcers. Leg ulcers are frequently hard to treat and effective treatment significantly relies upon the right analysis and treatment of the distinguished causes (Dogra and Sarangal, 2014). Subsequently, first and foremost I eliminated trash from ulcers utilizing nonstick dressing so ulcers could get a space to mend. Alongside this, I likewise applied a pressure gauze for further developing vein dissemination in his leg. Beside this, I particularly involved gloves for eliminating the messy dressing and applying new ones. Yet, abruptly my senior medical attendant mediated and gave a few precise anti-infection agents to the patient. I was left confounded after her abrupt mediation.
Stage 2: Reflective perception
In the first place, I was quite certain about my hypothetical information and had all the data about ulcer the executives rehearses. A significant explanation was that I didn’t utilize an aseptic non-contact strategy since I expected that a clinical clean method would have been sufficient. After the dressings were transformed, I requested criticism from my senior medical caretaker on my presentation. She then, at that point, directed me that despite the fact that I utilized a clinical clean procedure while changing a dressing, I neglected to think about the gamble of disease. Alongside this, she featured that I neglected to change gloves between eliminating messy dressings and applying new ones. She believed that it might have prompted a serious disease which was the explanation she interceded and gave the patient a few orderly anti-infection agents. Through her criticism, I discovered that the aseptic non-contact strategy means quite a bit to eliminate the gamble of disease. Plus, I saw that a senior medical caretaker likewise gave foundational anti-toxins.
Stage 3: Theoretical conceptualization
In the wake of participating in this present circumstance and taking criticism from a senior medical caretaker, I got to realize that an aseptic non-contact strategy might have been applied while changing the dressing of a patient experiencing a leg ulcer. The utilization of this procedure assisted with forestalling the gamble of pollution and disease. Presently, I have seen that ulcer the board likewise requires significant consideration and treatment. Assuming a comparative circumstance happens in the future, I will guarantee that I follow similar advances and roll out extra improvements according to the direction of my senior.
Stage 4: Dynamic trial and error
Following multi week after the event of this present circumstance, I was again doled out the errand of changing the dressing of a patient with venous ulcers. During this ulcer the executives, I utilized the aseptic non-contact method by which I played it safe which incorporate hand sterilization, changing gloves while eliminating messy non-sterile gloves dressing, applying another dressing, and so forth. Alongside this, I likewise applied different contamination anticipation and control safeguards during this case to forestall the gamble of disease and complexities. I likewise gave the patient clinical anti-toxins. Anti-toxins minorly affect ulcer mending however are a significant prerequisite for clinical contaminations with encompassing cellulitis (Simon, Dix and McCollum, 2004). This case treatment then assisted me with recovering certainty and worked on my capacity to participate in different injury dressing exercises actually.