Breast Cancer Awareness: A Reflective Report Using Gibbs' Cycle
SHN4023 Developing Values and Principles of Health and Social Care Practice
Assessment Title: Placement or Professional Challenge Reflection
Reflection on Breast Cancer Awareness Project
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Table of Contents
Introduction..............................................................................................................................................3
Project Background..................................................................................................................................3
Description...............................................................................................................................................3
Feelings....................................................................................................................................................4
Evaluation................................................................................................................................................5
Analysis...................................................................................................................................................6
Conclusion...............................................................................................................................................7
Action Plan..............................................................................................................................................8
References................................................................................................................................................9
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Introduction
Reflective practice is an integral part of professional and personal development, particularly
in health and social care settings. It allows individuals to assess their experiences, understand
their learning, and improve future practice. One effective model for reflection is Gibbs’
Reflective Cycle (1988), which consists of six stages: Description, Feelings, Evaluation,
Analysis, Conclusion, and Action Plan (Jasper, 2013).
This report applies Gibbs' model to reflect on a Breast Cancer Awareness project, where our
group of five designed an informative poster and delivered a presentation to students. The
project aimed to educate students on breast cancer symptoms, risk factors, and the importance
of early detection (Cancer Research UK, 2022). This report provides an in-depth reflection on
the project, including challenges faced, lessons learned, and an action plan for improvement.
Project Background
Breast cancer is one of the most prevalent cancers worldwide, affecting millions of people
each year (World Health Organization, 2021). Early detection significantly increases survival
rates, making awareness initiatives crucial (Kuhl, 2020).
The project was undertaken as part of our health and social care module, with a focus on
community engagement. As a group of five, we collaborated to create an educational poster
and a presentation aimed at raising awareness among students. Our objectives were to
increase knowledge of breast cancer symptoms, encourage self-examinations, and highlight
preventive measures (Naz et al., 2019).
We chose a student audience because many young people are unaware of the importance of
early detection (Macmillan Cancer Support, 2021). Our poster included clear visuals and
simple explanations, and our presentation was designed to be engaging and interactive.
Description
The Breast Cancer Awareness project was carried out as part of our health and social care
module, where we worked in a group of five to research, design, and present educational
materials aimed at raising awareness about breast cancer. Our approach involved multiple
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key steps to ensure that the content was accurate, engaging, and accessible to our student
audience.
Step 1: Research and Planning
Our first task was to conduct thorough research on breast cancer. We gathered information
from credible sources such as the World Health Organization (WHO), Cancer Research UK,
and NHS guidelines (NHS, 2022). The research focused on risk factors, symptoms, early
detection, and prevention. We also conducted a brief survey among students to assess their
existing knowledge, which helped us tailor our content to address common gaps.
Step 2: Designing the Poster
After gathering data, we created a visually appealing poster that simplified complex medical
information into digestible key points. The poster included infographics, key statistics, and a
step-by-step guide on how to conduct breast self-examinations. We used contrasting colors
and large fonts to enhance readability (Mayer & Moreno, 2010).
Step 3: Presentation Preparation
To ensure an effective delivery, we structured our presentation into five sections, with each
group member responsible for one area. We incorporated interactive elements such as quizzes
and an open Q&A session to engage students (Freeman et al., 2014).
Step 4: Delivering the Presentation
The final stage involved delivering our presentation to a student audience. We used simple
language and provided real-life examples to make the session relatable. A post-presentation
survey showed increased awareness and understanding among students, affirming the
project's success (Greenhalgh, 2019).
Feelings
Reflecting on the Breast Cancer Awareness project, I experienced a variety of emotions
throughout the different stages of the task.
At the beginning of the project, I felt excited and motivated because I understood the
significance of raising awareness about breast cancer. I was eager to contribute and work
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with my team to create an informative session that could positively impact our audience
(Boyd & Fales, 1983).
However, as the project progressed, I began to experience nervousness and anxiety,
especially when it came to presenting in front of a group of students. Public speaking has
always been a challenge for me, and I was concerned about whether I could effectively
communicate the key messages of our awareness campaign (Rosenberg, 2018). Additionally,
I was worried about handling unexpected questions from the audience, which added to my
stress.
During the teamwork process, I also encountered frustration due to disagreements among
team members. We had differing opinions on the design of the poster and the selection of key
topics for the presentation. At times, it felt challenging to reach a consensus, which created
tension and delayed our progress (Tuckman, 1965).
Despite these challenges, by the end of the project, I felt proud and accomplished. The
audience responded positively to our presentation, actively engaged in discussions, and
provided encouraging feedback. I felt a deep sense of fulfillment knowing that we had
successfully raised awareness about breast cancer and encouraged students to take preventive
measures. Seeing the impact of our efforts boosted my confidence and made me appreciate
the importance of teamwork and effective communication in health promotion initiatives
(Bandura, 1977).
Evaluation
The Breast Cancer Awareness project had several strengths that contributed to its success.
Firstly, our teamwork was highly effective as each member contributed their strengths,
leading to a well-researched and visually appealing poster (Salas et al., 2008). The division of
tasks ensured that all aspects of the project were completed efficiently, and communication
within the group remained strong throughout.
Secondly, our presentation was engaging. The inclusion of interactive elements such as
quizzes and real-life examples kept the audience interested (Miller & Rollnick, 2013). The
post-presentation survey results indicated that the audience found our session informative and
impactful, demonstrating a clear improvement in their awareness of breast cancer symptoms
and early detection methods (Ferrer et al., 2016).
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Additionally, this project helped me personally develop confidence in public speaking.
Initially, I was apprehensive about presenting, but with preparation and support from my
team, I gained greater confidence in communicating complex health information to an
audience (Zhang et al., 2021).
Despite these strengths, the project had some challenges. Time management was a significant
issue, as we underestimated the time required to design the poster, leading to last-minute
adjustments (Covey, 2020). The pressure to meet the deadline affected the final touches of
our presentation.
Moreover, conflicting opinions within the group led to occasional delays in decision-making
(Hackman & Wageman, 2005). Additionally, during the Q&A session, some students asked
detailed medical questions that we had not fully anticipated, highlighting the need for more
in-depth research and preparation (Weaver & Newman, 2005).
Overall, while the project was successful, improvements in time management and preparation
for complex questions would enhance similar initiatives in the future.
Analysis
Analyzing the project using relevant theories and frameworks provides insight into the factors
that influenced its success and challenges. Several models, including Tuckman’s Group
Development Model (1965), Kolb’s Experiential Learning Cycle (1984), Health Promotion
Model (Pender, 1982), and Social Learning Theory (Bandura, 1977), help to explain different
aspects of our experience.
One of the key challenges we faced was teamwork and decision-making conflicts. According
to Tuckman’s Group Development Model (1965), groups go through four stages: forming,
storming, norming, and performing. Our team initially experienced storming, where conflicts
arose over the poster design and presentation format. However, as we moved to the norming
phase, we developed mutual understanding and successfully collaborated. This model
highlights the natural progression of group dynamics and the importance of overcoming
conflict to reach effective teamwork (Bonebright, 2010).
Another critical aspect was learning through experience. Kolb’s Experiential Learning Cycle
(1984) emphasizes four stages: concrete experience, reflective observation, abstract
conceptualization, and active experimentation. Our project followed this cycle as we gained
practical experience by conducting the presentation, reflected on our performance, and
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identified areas for improvement, such as handling complex audience questions. This aligns
with research stating that active engagement in learning processes enhances knowledge
retention (Kolb & Kolb, 2017).
Additionally, Pender’s Health Promotion Model (1982) was relevant in understanding the
impact of our project. This model emphasizes education and behavioral change as key aspects
of health promotion. By providing accurate information on breast cancer symptoms and
preventive measures, we empowered students to take proactive health decisions. The post-
presentation survey indicated a significant improvement in awareness, demonstrating the
effectiveness of health education campaigns in shaping public health behavior (Pender et al.,
2015).
Moreover, Bandura’s Social Learning Theory (1977) suggests that individuals learn by
observing others. Our presentation incorporated visual demonstrations of breast self-
examinations, and students actively engaged by asking questions and sharing personal
experiences. This method aligns with studies that support interactive learning as an effective
way to encourage behavior change (Bandura, 1986). Observing the students’ reactions further
reinforced the importance of engagement and real-life examples in health education.
Finally, our time management issues highlight the importance of structured planning.
Effective time management strategies, such as using Gantt charts or project management
tools, could have mitigated last-minute pressure and enhanced our overall efficiency (Covey,
2020).
In conclusion, analyzing our experience through these theories provides a deeper
understanding of the project’s strengths and areas for improvement. Teamwork, experiential
learning, health promotion strategies, social learning, and time management all played crucial
roles in shaping our project outcomes. Future initiatives should incorporate structured
planning and advanced preparation for complex discussions to enhance project effectiveness
and sustainability.
Conclusion
Reflecting on the Breast Cancer Awareness project, it is evident that the experience was both
educational and transformative. This project allowed me to develop valuable teamwork,
research, and public speaking skills while contributing to an important health awareness
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initiative. The combination of theoretical knowledge and practical application reinforced my
understanding of health promotion strategies and social learning principles.
One of the most significant takeaways was the importance of effective collaboration.
Although we encountered challenges, particularly in decision-making and time management,
we managed to overcome them through mutual cooperation and structured planning.
Tuckman’s Group Development Model (1965) proved useful in understanding the stages of
teamwork and conflict resolution.
Additionally, Pender’s Health Promotion Model (1982) highlighted the effectiveness of our
educational intervention. The post-presentation survey confirmed a significant increase in
breast cancer awareness among the students, demonstrating the impact of well-structured
health communication.
Looking forward, I recognize the need to improve my time management and research skills.
Ensuring thorough preparation for future presentations will enhance my ability to address
complex audience questions. I also aim to develop stronger leadership and conflict resolution
strategies to improve group coordination in future collaborative projects.
Overall, this experience reinforced the importance of proactive health education, teamwork,
and continuous learning. By applying these insights, I hope to enhance my future
contributions to health and social care initiatives, ensuring that awareness campaigns remain
impactful and sustainable.
Action Plan
To improve future projects, I have developed the following plan:
Skills Activities Measuring Success Timeframe
Attend workshops and practice Confident delivery and
Public Speaking 3 months
presentations. positive feedback.
Conduct in-depth research on Ability to answer complex
Research Skills 6 months
health topics. questions confidently.
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Skills Activities Measuring Success Timeframe
Time Use project planning tools (e.g.,
Meeting deadlines effectively. Ongoing
Management Trello, Gantt charts).
Conflict Learn mediation techniques for
Improved team collaboration. 3 months
Resolution teamwork.
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References
American Cancer Society (2020). Breast Cancer Facts & Figures. Atlanta: ACS.
Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.
Boyd, E.M. and Fales, A.W. (1983). Reflective learning: Key to learning from experience.
Journal of Humanistic Psychology, 23(2), pp.99-117.
Cancer Research UK (2022). Breast Cancer Awareness Statistics. Available at:
[Link] [Accessed 5 Feb. 2025].
Covey, S.R. (2020). The 7 Habits of Highly Effective People. New York: Free Press.
Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H. and
Wenderoth, M.P. (2014). Active learning increases student performance in science. PNAS,
111(23), pp.8410-8415.
Grol, R. and Grimshaw, J. (2003). From best evidence to best practice: Effective
implementation of change in patients' care. The Lancet, 362(9391), pp.1225-1230.
Greenhalgh, T. (2019). How to Read a Paper: The Basics of Evidence-Based Medicine and
Healthcare. 6th ed. Wiley Blackwell.
Jasper, M. (2013). Beginning Reflective Practice. Nelson Thornes.
Macmillan Cancer Support (2021). Breast Cancer: Understanding Symptoms and Screening.
London: Macmillan.
Mayer, R.E. and Moreno, R. (2010). Techniques that reduce cognitive load in multimedia
learning. Educational Psychologist, 38(1), pp.43-52.
NHS (2022). Breast Screening Programme: Guidance for Patients. Available at:
[Link] [Accessed 5 Feb. 2025].
World Health Organization (2021). Global Breast Cancer Report. Geneva: WHO.
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