Enhancing Nursing Delegation Skills A Reflective Analysis Using Gibbs Cycle

Introduction

Nursing is a challenging profession in which nurses are expected to be competent enough to practice their profession and possess all the essential skills needed to provide safe and quality care to their clients (Black, 2022). Among such skills, one of the critical skills is delegation which is the process of transferring the authority and responsibility to a competent person for performing any task in a particular situation by formally maintaining accountability for the results by delegating person (Motacki & Burke, 2022). In this direction, the aim of this assessment is to explore the case study of Simon who is a registered nurse (RN) with the help of Gibb’s reflective cycle (description, feelings, evaluation, analysis, conclusion, and action plan) (Bassot, 2024). Here, the factors and skills required for effective delegation, as well as the role of emotional intelligence will be assessed with the help of literature.

Description

In the case study, it has been found that Simon is a new RN assigned to a surgical ward with a second-year nurse and an EN (enrolled nurse). They were working in a busy shift with patients returning to the ward after their surgery. Simon was worried that some postoperative assessments may be missed so he wanted to assign some work to his colleagues. When he tried to delegate tasks to EN, she flustered and said "There is nothing more she can do."

Feelings: Being a graduate nurse, I can understand the anxiousness and concern of Simon about the chances of compromised patient care due to the possibility of missed postoperative assessments and I am completely empathizing with his condition. I felt proud seeing the sense of responsibility and accountability Simon carried as a team leader to provide safe, quality, and timely care to the clients by deciding to delegate some of his responsibilities to the EN to ensure continuous patient care.

Evaluation: The above situation presented both positive and challenging aspects of nursing practice. The positive aspect I observed in the scenario is that Simon recognised the significance of delegation and prompt action in the prevention of compromised care. Walker et al. (2021) stated that delegation is one of the crucial skills required by nurses to manage challenging situations in healthcare settings and provides an opportunity to improve productivity as a team and the quality of care provided to the clients. According to NMBA (“Nursing and Midwifery Board of Australia”) standard 2.6, RNs are obliged to use effective delegation, coordination, supervision, referrals, and consultation within professional relationships which can help them in achieving improved patient health outcomes (AHPRA, 2024a). However, the negative aspect that I noticed is that Simon failed in effective delegation as evidenced by EN's flustered response in the scenario. Moradi et al. (2024) stated that one of the crucial aspects of effective delegation is understanding of scope of practice and workload of the staff members because delegation of challenging and complex tasks to an individual with a lower level of skills, or extreme workload may result in duplicated, missed or improper care administrations. This in turn can lead to frustration, dissatisfaction, stress, burnout, anger, or anxiety among team members (Cummings et al., 2021). The ENs are accountable for practicing their profession within their scope but conducting comprehensive assessments of the patients needs adequate supervision (AHPRA, 2024b) and it seems like Simon failed in understanding the same.

Analysis

From the above case scenario, it has been analysed that Simon's approach to the delegation of responsibilities was ineffective which resulted in a flustered response from EN. According to Crevacore et al. (2023), the delegation process requires complex decision-making where RNs must demonstrate change management and leadership skills to maintain team cohesion, and patient support to improve the continuity and quality of care. In the given case, Simon must consider certain factors before delegating tasks to his colleagues. These factors may include scope of practice and skill level of his colleagues, supervision requirements, legal accountability, patient acuity, and complexity of delegated tasks (Wilson et al., 2023). Moreover, since delegation is an art and needs specific skills, it has been observed that Simon was lacking in certain skills required for effective delegation including closed-loop clear communication, active listening, clinical judgment, and prioritization skills which could help him understand the current situation, patient needs and competence of delegatees (ICN 2021; Chang & Hatcher, 2024). The application of these skills during delegation would ensure that his colleagues understand the responsibilities effectively and are confident enough to complete them without any stress (Cusack & Brown, 2020). Simon’s response to the flustered behaviour of EN must be guided by emotional intelligence (EI) where the application of empathy and self-awareness would help him to understand EN’s emotional state, and validate EN’s feelings to reframe the situation and respond calmly (Juliet, 2024). This would help him to keep patient care as a priority and will help in promoting team cohesion and creating a supportive environment (Juliet, 2024).

Conclusion: The given case study demonstrated the complexity of delegation in the nursing profession and the role of various leadership and EI skills required for effective delegation. The consideration of factors impacting delegation, application of adequate delegation skills, and EI could result in effective delegation in the case scenario.

Action Plan: In my future practice, I will inculcate the learnings of this case study and whenever I would need to delegate my tasks, I consider the workload, emotional state, and scope of practice of my colleagues effectively. I will also ensure that my communication is clear and supportive and I am using skills of empathy and self-awareness to handle the challenging shifts while maintaining team cohesion and quality of care. For this purpose, I will join workshops and simulation-based training where completing focused programs and tasks will help me understand emotional intelligence skills effectively (Chang & Hatcher, 2024). Also, I will develop these skills through observation during mentoring and preceptorship and will engage in reflective practice, role-play exercises, conferences, active listening training, time management workshops, and safe staff training to become competent to demonstrate effective delegation during my practice (Potter et al., 2021).

Conclusion

From the above case scenario, it has been found that delegation is a critical skill that demands emotional intelligence and effective communication. The case of Simon highlighted the challenges that have been experienced by graduate nurses while balancing patient safety, workload management, and team support. Also, reflection and continuous learning can strengthen the delegation skills and leadership capabilities of nurses to ensure safe and quality patient care.

Summary of Assessment Requirements

The primary aim of this reflective essay was to critically examine delegation in nursing practice using a case study approach. Key requirements included:

1. Application of Gibbs’ Reflective Cycle – Students were required to structure their reflection around six stages: description, feelings, evaluation, analysis, conclusion, and action plan.

2. Case Study Analysis – The scenario involved Simon, a registered nurse (RN), managing delegation in a busy surgical ward.

3. Critical Reflection on Delegation – Identify effective and ineffective delegation practices and evaluate factors affecting delegation, such as workload, scope of practice, communication, and emotional intelligence (EI).

4. Integration of Literature – Support reflections with contemporary nursing literature, including standards from NMBA/AHPRA and research on delegation and EI.

5. Action Plan – Formulate personal strategies for improving delegation skills, leadership, and team cohesion in future practice.

6. Formatting and Academic Integrity – Adhere to APA referencing, ensure originality, and clearly communicate ideas using structured paragraphs.

Summary of Assessment Requirements

The primary aim of this reflective essay was to critically examine delegation in nursing practice using a case study approach. Key requirements included:

1. Application of Gibbs’ Reflective Cycle – Students were required to structure their reflection around six stages: description, feelings, evaluation, analysis, conclusion, and action plan.

2. Case Study Analysis – The scenario involved Simon, a registered nurse (RN), managing delegation in a busy surgical ward.

3. Critical Reflection on Delegation – Identify effective and ineffective delegation practices and evaluate factors affecting delegation, such as workload, scope of practice, communication, and emotional intelligence (EI).

4. Integration of Literature – Support reflections with contemporary nursing literature, including standards from NMBA/AHPRA and research on delegation and EI.

5. Action Plan – Formulate personal strategies for improving delegation skills, leadership, and team cohesion in future practice.

6. Formatting and Academic Integrity – Adhere to APA referencing, ensure originality, and clearly communicate ideas using structured paragraphs.

Approach Guided by the Academic Mentor

1. Understanding the Assignment

• The mentor guided the student to first read and interpret the assignment brief carefully, emphasizing the need to use Gibbs’ Reflective Cycle.

• Key pointers included analyzing both the scenario and personal feelings, linking observations to theory and professional standards.

2. Description & Feelings

• The student was instructed to clearly describe the case scenario and identify personal emotional responses to Simon’s actions.

• The mentor suggested empathizing with Simon’s concerns while considering the EN’s perspective.

3. Evaluation

• The mentor highlighted the importance of distinguishing between positive and negative aspects of the situation.

• Positive: Recognition of the importance of delegation for safe patient care.

• Negative: Ineffective delegation due to lack of awareness of the EN’s workload and scope of practice.

4. Analysis

• The student was guided to explore underlying causes of ineffective delegation, including communication gaps, skill mismatch, and lack of emotional intelligence.

• The mentor suggested linking findings to academic literature, including NMBA standards, ICN guidelines, and recent research on delegation and EI in nursing.

5. Conclusion

• The mentor emphasized summarizing key insights: delegation is complex, requires leadership skills, effective communication, and emotional intelligence for safe and quality care.

6. Action Plan

• Guidance was provided to create a practical and achievable plan for skill development, including workshops, mentoring, role-play exercises, and reflective practice.

• The action plan was to focus on improving communication, empathy, supervision, and workload management.

7. Integration of Literature

• The mentor guided the student to incorporate at least 5–10 contemporary references supporting each stage of reflection.

• Emphasis was on peer-reviewed journals and professional guidelines, avoiding non-academic sources.

1. Understanding the Assignment

• The mentor guided the student to first read and interpret the assignment brief carefully, emphasizing the need to use Gibbs’ Reflective Cycle.

• Key pointers included analyzing both the scenario and personal feelings, linking observations to theory and professional standards.

2. Description & Feelings

• The student was instructed to clearly describe the case scenario and identify personal emotional responses to Simon’s actions.

• The mentor suggested empathizing with Simon’s concerns while considering the EN’s perspective.

3. Evaluation

• The mentor highlighted the importance of distinguishing between positive and negative aspects of the situation.

• Positive: Recognition of the importance of delegation for safe patient care.

• Negative: Ineffective delegation due to lack of awareness of the EN’s workload and scope of practice.

4. Analysis

• The student was guided to explore underlying causes of ineffective delegation, including communication gaps, skill mismatch, and lack of emotional intelligence.

• The mentor suggested linking findings to academic literature, including NMBA standards, ICN guidelines, and recent research on delegation and EI in nursing.

5. Conclusion

• The mentor emphasized summarizing key insights: delegation is complex, requires leadership skills, effective communication, and emotional intelligence for safe and quality care.

6. Action Plan

• Guidance was provided to create a practical and achievable plan for skill development, including workshops, mentoring, role-play exercises, and reflective practice.

• The action plan was to focus on improving communication, empathy, supervision, and workload management.

7. Integration of Literature

• The mentor guided the student to incorporate at least 5–10 contemporary references supporting each stage of reflection.

• Emphasis was on peer-reviewed journals and professional guidelines, avoiding non-academic sources.

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