Driscoll's Reflective Model

The following three questions, aligned with Driscoll’s reflective model, guide learners through the initial stage of reflecting on an experience.

What? So What? Now What? — Driscoll's Reflective Model

Driscoll’s Model (1994) is one of the simplest and most useful reflective models available today, based upon the earlier model proposed by Terry Borton, which established the framework for this, and many other models of reflection, with his original proposal in 1970. The following three questions, aligned with Driscoll’s reflective model, guide learners through the initial stage of reflecting on an experience.

What? → So What? → Now What?

This framework allows learners to break their experience down into manageable elements in order to consider the significance of aspects of the experience, and then, relating their learning back to action in the future. Driscoll’s model is widely used throughout nursing, healthcare, education, business, and the social sciences – particularly where reflection is required in learning tasks and professional development portfolios.

Model Overview

Stage	Purpose
What?	Identify descriptive details of the situation – facts, circumstances, and feelings
So What?	Analyze the relevance and implications of the experience
Now What?	Design an action plan for improvement, or application of learning

Stage 1: What?

It is the first stage of analysis, where the experience is literally and emotionally described.

Ask yourself:

Example - Assignment Feedback

” I got a terrible, miserable grade on an essay I did in one day. I had an opportunity to get feedback from a peer in class, but I didn’t take advantage of it, due to time pressure. Now I am feeling stressed out and like I regret it.”

Example - Workshop Participation

“I did not speak in a group workshop, because I had no confidence. I didn’t know the group and felt like an outsider, so I did not speak up, even though I had ideas.”

Step 2: So What?

In the ‘So What’ stage, we explore meaning through causation, behaviours, and outcomes. Tying in theories or other knowledge as applied can support this section.

Ask Yourself:

Example – Assignment Feedback

“I learnt I must manage my time better. I missed a chance at feedback, which would have improved my outcome. The stress of the exercise decreased the quality of my writing.”

Example – Workshop Participation

“My fear of rejection interfered. I remembered when I was shut down in a previous class, and that stopped me from contributing – I may be stuck in that timeframe. I need to push myself more and take the time to prepare.”

Stage 3: Now What ?

This last stage transitions reflection into action. It means setting clear, actionable steps for moving forward and not just ambiguous plans.

Ask Yourself:

Example – Assignment Feedback

“I will set my own deadline 4 days prior, build in peer review, and schedule the study time with reminders. This will lessen the pressure of late nights, and allow me to plan revision.”

Example – Workshop Participation

“I will review the resources suggested by the tutor and connect with a friend as support. I will make sure to prepare my part before workshop session, and get a peer to prompt me with questions to facilitate engagement.”

Why Use This Model?

Clear, intuitive structure

Wonderful for reflective entries and journals

Can promote critical-thinking without being overwhelming

Can be adapted throughout different academic levels and disciplines

Can promote personal and professional development

References

Borton, T. (1970). Reach Touch and Teach: Student Concerns and Process Education. McGraw-Hill, New York.

Driscoll, J. (1994). Reflective Practice for Practise. Senior Nurse, 13, 47–50.

Rolfe, G., Freshwater, D., & Jasper, M. (2001). Critical Reflection in Nursing and the Helping Professions. Palgrave Macmillan.