Introduction
This essay aims to critically reflect on the concept of professionalism in nursing, with a specific focus on resilience and self-efficacy, using Gibbs’ Reflective Cycle (1988) as a structured framework for analysis. The discussion will explore a clinical scenario from my nursing practice, examining how resilience and self-efficacy underpin professional conduct in challenging situations. The objectives are to link personal experiences to theoretical concepts, evaluate the role of professional regulation, and address the module learning outcomes, including the nature of professionalism, critical exploration of values, and the development of reflective practice skills.
I have chosen Gibbs’ Reflective Cycle due to its comprehensive structure, which facilitates a systematic exploration of experiences through description, feelings, evaluation, analysis, conclusion, and action planning (Gibbs, 1988). This model is widely used in nursing education for its ability to encourage deep reflection on both personal and professional growth (Jasper, 2013). The chosen topic, resilience and self-efficacy, is critical in nursing, as these qualities enable practitioners to manage stress and deliver consistent, high-quality care.
The scenario discussed relates to a challenging shift in a busy hospital ward (anonymised for confidentiality as per Nursing and Midwifery Council [NMC] guidelines, 2018), where I struggled with workload pressures but adapted through resilience. This reflection aligns with learning outcome 6 (exploring reflective practice), alongside outcomes 1-5, by critically discussing professionalism, regulation, values, personal behaviours, and skills development. This essay will provide a detailed analysis of the experience, supported by evidence-based literature and the NMC Code (2018), to highlight the importance of resilience in professional nursing practice.
Main Body
Description of the Experience
During a particularly demanding shift in a general medical ward, I was assigned to care for multiple patients with complex needs. The ward was understaffed due to unexpected absences, and I found myself managing competing priorities, including administering medications, responding to patient queries, and supporting a deteriorating patient requiring urgent escalation. Despite the chaos, I managed to prioritise tasks and maintain patient safety, though I felt overwhelmed by the intensity of the situation. This experience, relevant to learning outcomes 1 and 2, highlighted the importance of professionalism and adherence to regulatory standards under pressure (NMC, 2018).
Feelings and Thoughts About the Experience
Initially, I felt anxious and doubted my ability to cope with the workload. The fear of making errors weighed heavily on me, particularly given the potential impact on patient safety. However, as I navigated the shift, I experienced a growing sense of determination to persevere. Reflecting on learning outcomes 3 and 4, this situation prompted me to examine my personal values, such as commitment to care, and how they influence my professional behaviour. Indeed, while the emotional strain was palpable, it also made me aware of the need for resilience to sustain my performance in such high-stress environments.
Evaluation of the Experience
Evaluating the experience, there were both positive and negative aspects. On the positive side, I successfully prioritised patient needs and escalated concerns appropriately, ensuring safety—an essential component of professional practice (linked to learning outcomes 1 and 2). However, the negative aspect was the emotional toll; I felt unsupported at times due to staffing shortages, which impacted my confidence. This evaluation relates to learning outcomes 3, 4, and 5, as it required me to assess my values, behaviours, and professional skills in maintaining care standards despite adversity. Generally, while I managed the situation, it revealed areas for growth in managing stress.
Analysis of the Situation
Resilience, defined as the ability to adapt and recover from adversity, is fundamental to nursing professionalism, particularly in high-pressure settings (Jackson et al., 2007). In my scenario, resilience enabled me to continue providing safe care despite feeling overwhelmed. Similarly, self-efficacy, the belief in one’s ability to execute tasks effectively, played a crucial role (Bandura, 1997). Although my confidence wavered initially, reflecting on my training and past successes helped me regain focus. The NMC Code (2018) emphasises preserving safety and prioritising patient wellbeing, which I adhered to by escalating concerns promptly, aligning with learning outcome 2 on professional regulation.
Literature suggests that resilience in nursing mitigates burnout and improves job satisfaction (Hart et al., 2014). However, fostering resilience requires institutional support, such as adequate staffing and access to debriefing, which were lacking in my experience. This raises questions about systemic barriers to professional practice (learning outcome 1). Moreover, critical reflection on personal values (learning outcome 3) revealed my commitment to patient advocacy, yet also highlighted self-doubt as a barrier to self-efficacy. Arguably, resilience and self-efficacy are interlinked; as Bandura (1997) notes, overcoming challenges strengthens belief in one’s capabilities. Thus, this experience, while challenging, contributed to my professional growth by reinforcing my ability to adapt.
Furthermore, the global context of healthcare (learning outcome 1) underscores the universal need for resilience amid rising patient demands and workforce shortages, as evidenced by WHO reports on nursing stress (WHO, 2020). Within the UK, the NMC (2018) mandates nurses to act with professionalism, which includes maintaining emotional stability under pressure. Reflecting critically (learning outcome 6), I recognise that personal skills (learning outcome 5) must be developed alongside systemic improvements to sustain professional standards.
Conclusion from the Experience
This reflection taught me the importance of resilience as a cornerstone of professional nursing. I learned that while emotional strain is inevitable, it can be managed through self-awareness and prioritisation. In retrospect, I could have sought support from senior colleagues sooner to alleviate pressure. This aligns with learning outcome 5, as it highlights the need to assess and develop personal skills. Furthermore, it reinforced the value of reflective practice in identifying areas for improvement.
Action Plan
In future similar situations, I will adopt strategies to enhance resilience, such as mindfulness techniques, which literature shows can reduce stress in nurses (Smith, 2014). Additionally, I will actively seek mentorship during challenging shifts to build self-efficacy, drawing on Bandura’s (1997) theory of mastery experiences. I also plan to engage in continuous professional development to strengthen my skills, aligning with the NMC Code (2018) requirement for lifelong learning. These actions, supported by evidence, will prepare me better for high-pressure scenarios and contribute to my growth as a reflective practitioner (learning outcome 6).
Conclusion
This essay has addressed the aims outlined in the introduction by critically reflecting on a clinical experience of resilience and self-efficacy using Gibbs’ Reflective Cycle. Key issues include the necessity of resilience in maintaining professionalism, the role of self-efficacy in overcoming challenges, and the impact of systemic factors on nursing practice. The discussion has demonstrated all module learning outcomes by exploring professionalism globally (outcome 1), professional regulation via the NMC Code (outcome 2), values and behaviours (outcomes 3 and 4), personal skills (outcome 5), and reflective practice (outcome 6). Ultimately, this reflection highlights that resilience and self-efficacy are vital for sustaining high-quality care, with implications for both personal development and broader healthcare systems.
References
- Bandura, A. (1997) Self-Efficacy: The Exercise of Control. New York: W.H. Freeman.
- Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods. Oxford: Further Education Unit.
- Hart, P.L., Brannan, J.D. and De Chesnay, M. (2014) Resilience in nurses: An integrative review. Journal of Nursing Management, 22(6), pp.720-734.
- Jackson, D., Firtko, A. and Edenborough, M. (2007) Personal resilience as a strategy for surviving and thriving in the face of workplace adversity: A literature review. Journal of Advanced Nursing, 60(1), pp.1-9.
- Jasper, M. (2013) Beginning Reflective Practice. 2nd ed. Andover: Cengage Learning.
- Nursing and Midwifery Council (2018) The Code: Professional Standards of Practice and Behaviour for Nurses, Midwives and Nursing Associates. London: NMC.
- Smith, A.P. (2014) Mindfulness-based stress reduction in nursing: A review of the literature. Journal of Holistic Nursing, 32(4), pp.267-274.
- World Health Organization (2020) State of the World’s Nursing 2020: Investing in Education, Jobs and Leadership. Geneva: WHO.
