Introduction The present paper contains a reflection on a teaching practicum that is guided by Gibbs’ (1998) framework. The latter comprises six elements and is appropriate for nursing education (Bass, Fenwick, & Sidebotham, 2017; Patterson et al., 2016). Following the framework, the present work will describe a phenomenon, consider related feelings and thoughts, evaluate and analyse it, make a conclusion, and offer a plan of action (Gibbs, 1998). This model will be applied to the four key elements of the teaching experience. Teaching Practicum Reflection – Preparation The first element was the preparation for the session. The process started with the determination of the topic, objectives, and desired teaching and learning strategies. The discussed teaching session was devoted to the arterial blood gas (ABG) interpretation in order to satisfy the learning needs of my targeted audience: the new nurses of a critical care unit. ABG interpretation is one of the tasks that critical care nurses have to perform (Rogers & McCutcheon, 2015); however, they are often underprepared for it because the topic is often perceived as difficult (Burns, 2014). Also, the new nurses involved in the session indicated their interest in ABG, and the pre-session test demonstrated some gaps in their ABG knowledge. Consequently, six objectives were identified, including the definition of the relevant terminology, the components of ABGs, and the normal values of the ABG analysis. Furthermore, the reviews of the issues of acidosis and alkalosis (with their types, causes, and outcomes), acid-base balance, and the systemic approach to interpreting ABG were included as objectives. All these topics are typical for sessions that consider ABG (Burns, 2014; Rogers & McCutcheon, 2015), and they were used to develop the lesson’s content as a result. To ensure the effectiveness of the learning process, I chose the active learning (AL) approach, which can be used for nursing education (Costello, 2017; Huda, Ali, Nanji, & Cassum, 2016). AL has been evidenced to be more effective than the traditional, lecture-based methods (Bakon, Craft, Christensen, & Wirihana, 2016; Shin, Sok, Hyun, & Kim, 2014). Thus, this approach was chosen for its ability to enhance the learning of the target group given the significance of the content to be covered. The strategies that I incorporated included lecture, group discussions, brainstorming, and questions and answers. Most of them are typical AL activities (Huda et al., 2016); the lecture time was minimised and substituted with activities like brainstorming or questions and answers whenever possible. Because of the specifics of the content, the session could not avoid using lecture elements, but the employment of the AL elements helped to make the session learner-centred and engaging. During this part of the experience, I read up on the topic, reviewed the teaching approaches that I could use, and brought them together. I worked on my own, but my learners’ contribution to the desired topic should be mentioned. I mostly felt optimistic and experienced a desire to learn and improve my teaching skills. Furthermore, I was thinking about the learners and the benefits that my work could have for them. Now, I believe that this learner-focused approach is important for AL (Huda et al., 2016), and it helped me to choose an appropriate topic and methods. In general, I evaluate the experience as challenging due to the large number of materials that I needed to r