Driscoll’s Model of Reflection: A Comprehensive Guide to Personal and Professional Growth

Introduction

Driscoll’s Model of Reflection is a straightforward, yet powerful, framework that helps individuals analyze their personal and professional experiences. First developed by Dr. John Driscoll in the 1990s and later refined in 2004 and 2007, the model builds upon foundational reflective questions introduced by Terry Boston in 1970. These questions—What?, So What?, and Now What?—form the basis of the reflection process, helping individuals critically evaluate their actions and outcomes to facilitate continuous learning and improvement.

The model is widely used in various fields, including healthcare, education, and leadership, because of its simplicity and structured approach to reflection. It encourages users to engage in introspection, identify lessons from experiences, and apply these insights to future scenarios.

What is the Driscoll Model of Reflection?

Driscoll’s model centers on three key questions designed to guide individuals through the reflective process. These questions not only prompt critical thinking but also create a foundation for personal growth:

What? – What happened during the experience?
So What? – Why does this experience matter, and what can be learned from it?
Now What? – How will you apply the lessons learned to future situations?

This simple structure makes the Driscoll model accessible to individuals at all levels of experience, promoting frequent and effective reflection.

The Three Steps of Driscoll’s Model of Reflection

Step 1: What?

The first step involves recalling and describing the experience. This stage is vital for establishing the context of the reflection and understanding the details of the event. Key questions to consider include:

What was the situation or experience?
What actions did you take?
Who else was involved, and how did they contribute?
Was the experience positive, negative, or mixed? Why?

By answering these questions, you can establish a clear narrative of the event and begin the reflective process with a solid understanding of what transpired.

Step 2: So What?

In this stage, you delve deeper into the emotional and cognitive impact of the experience. By reflecting on your feelings, reactions, and any conflicts that arose, you gain a better understanding of why the situation unfolded as it did. Important questions include:

How did you feel during the experience?
How did you react, and why?
Were there any conflicts with your personal values or beliefs?
Did your past experiences influence your reactions?
How do you feel about the situation now?

This phase allows you to explore your emotional responses and the significance of the experience, uncovering insights that will inform future decisions.

Step 3: Now What?

The final step is action-oriented. It encourages you to consider how you will apply the lessons learned to future experiences. This step ensures that reflection translates into practical improvements. Key questions to ask include:

What did you learn from this experience?
Could you have prevented negative outcomes?
How would you approach a similar situation in the future?
What actions will you take to improve your response next time?
How can you better prepare for similar challenges?

This step is essential for ensuring that reflective practice leads to growth, turning insights from past experiences into actionable strategies for future success.

Why Use Driscoll’s Model?

Driscoll’s model is widely favored for its simplicity and accessibility. While other reflection models, such as Gibbs’ Reflective Cycle or Kolb’s Experiential Learning Cycle, offer more detailed structures, Driscoll’s three-step approach is easy to remember and apply, making it suitable for quick, yet meaningful, reflection. It is particularly valuable for students, healthcare professionals, teachers, and anyone focused on personal or professional development.

Comparison with Other Reflection Models

While Driscoll’s model is highly practical, several other reflective frameworks can provide additional depth for more complex situations:

Gibbs’ Reflective Cycle: A six-step model including description, feelings, evaluation, analysis, conclusion, and action plan, which offers a more detailed approach to reflection.
Kolb’s Experiential Learning Cycle: Focuses on learning through experience in a continuous loop, involving concrete experience, reflective observation, abstract conceptualization, and active experimentation.
Schon’s Reflective Practice: Emphasizes reflection-in-action (thinking during the event) and reflection-on-action (analyzing past events), useful in fast-paced professional environments.
Johns’ Model for Structured Reflection: Commonly used in nursing, it provides a comprehensive framework that includes ethical, personal, and contextual factors.
The Jasper Model: Encourages narrative-based reflection, ideal for those who prefer storytelling as a means of self-reflection.
The Brookfield Model: Often used in teaching, it involves reflecting through four lenses: self, students, colleagues, and literature, to gain a broad understanding of an experience.

Each model has its strengths, depending on the depth of reflection required and the context in which it is used.

Driscoll’s Model in Practice

Driscoll’s Model in Nursing

Driscoll’s Model of Reflection is particularly popular in nursing, where reflective practice is critical for improving patient care and professional growth. Nurses and healthcare workers often use the model to reflect on patient interactions, clinical decisions, and areas for improvement. For example, after a challenging patient encounter, a nurse may use the model to analyze their emotions, actions, and how to improve communication for future situations.

Driscoll’s Model in Education

In education, teachers often use Driscoll’s model to reflect on lessons, student interactions, and classroom outcomes. After a lesson that did not go as planned, a teacher can use the model to evaluate what went wrong, why it happened, and how to adjust their teaching methods moving forward.

Using Driscoll’s Model for Essays

Driscoll’s model is also a valuable tool for reflective essays. When writing an essay based on the model, follow these steps:

Introduction: Describe the situation or experience you are reflecting on.
Body: Use the three steps—What?, So What?, and Now What?—to structure the main analysis. Break down each phase with detailed reflections.
Conclusion: Summarize the key lessons learned and explain how these insights will influence your future actions.

This structure not only organizes your thoughts but also ensures a clear and logical flow in your writing.

How to Reference the Driscoll Model (2007)

To correctly cite Driscoll’s model, especially in academic settings, follow this reference style:

APA: Driscoll, J. (2007). Practicing clinical supervision: A reflective approach for healthcare professionals (2nd ed.). Elsevier.

Proper referencing supports academic integrity and ensures the source of the model is accurately attributed.

Driscoll’s Model and Google Scholar

For those looking to explore Driscoll’s model in greater depth, platforms like Google Scholar offer access to scholarly articles on its application across various fields. Searching for terms like “Driscoll’s Model of Reflection 2007” or “Driscoll’s model reflection nursing” provides valuable resources for academic and professional reflection.

Conclusion

Driscoll’s Model of Reflection is an invaluable tool for personal and professional growth, offering a structured yet simple approach to reflective practice. By answering the core questions—What?, So What?, and Now What?—you can critically analyze your experiences and apply the lessons learned to future situations. Whether used in healthcare, education, or personal development, this model offers a clear and practical pathway for continuous improvement.

For those seeking further insights, resources such as Driscoll’s model of reflection PDF, Driscoll’s model examples, and Google Scholar provide additional support for mastering this essential tool in reflective practice.