Driscoll's Model of Reflection: What, So What, Now What Explained

What is Driscoll's model of reflection?

Driscoll's model of reflection is a structured framework for reflective practice developed by John Driscoll, first published in 1994 and revised in 2007. The model is based on an earlier framework proposed by Terry Borton in 1970, which used three simple questions to guide self-examination. Driscoll adapted Borton's questions for professional practice and developed a more detailed framework for applying them in healthcare and education settings.

The model is widely used in UK nursing, midwifery, social work, and allied health professions, where reflective practice is embedded in professional competency frameworks and assessed throughout degree programmes. Its simplicity makes it particularly accessible for students who are new to reflective writing, while its three-stage structure is sufficiently flexible to support deep and critical engagement with complex professional experiences.

The three stages of Driscoll's model

Driscoll's model is organised around three questions, each of which guides a distinct stage of the reflective process.

Stage 1: What?

The first question, "What?" corresponds to the description stage of the reflection. The writer sets out the facts of the experience: what happened, who was involved, where and when it took place, and what the writer did or observed. This stage should be factual and objective rather than interpretive. Its purpose is to establish a clear and shared understanding of the event before moving into analysis.

A key discipline in this stage is brevity. Description of the event should be sufficient to give the reader context but should not consume a disproportionate share of the word count. At degree level, the descriptive stage typically accounts for no more than 10 to 15 per cent of a reflective essay, with the majority of the work devoted to the analytical and action-planning stages that follow.

Stage 2: So What?

The second question, "So What?" is where the reflective work begins in earnest. This stage asks the writer to move beyond description and to examine the significance of the experience. What does the event mean? What feelings did it provoke, and why? What did it reveal about the writer's knowledge, skills, or assumptions? What theoretical frameworks or professional standards are relevant to understanding what occurred?

In nursing and healthcare assignments, the "So What?" stage is where students draw on academic literature, clinical guidelines, and professional codes such as the NMC Code to contextualise and analyse the experience. A student reflecting on a challenging patient interaction, for instance, might draw on communication theory to explain why the interaction unfolded as it did, or on person-centred care literature to evaluate whether professional standards were upheld. The quality of this analytical engagement is the primary determinant of the academic grade awarded for a Driscoll reflection.

Stage 3: Now What?

The third question, "Now What?" is the action-planning stage. Having described the experience and analysed its significance, the writer now identifies what they intend to do differently as a result of what they have learned. This stage should be specific, realistic, and future-oriented. A vague statement such as "I will communicate better in the future" does not constitute an effective action plan. A credible action plan identifies specific skills to be developed, specific actions to be taken, and where possible a timeframe within which development will occur.

The action plan also connects the current reflection to a broader trajectory of professional development. Driscoll (2007) argued that the value of reflective practice lies not in the act of reflection itself but in the changes to professional behaviour that result from it. A "Now What?" stage that does not identify concrete changes risks reducing reflection to a purely descriptive exercise with no developmental value.

Driscoll versus Gibbs: when to use each model

Driscoll's model and the Gibbs Reflective Cycle are the two most commonly specified reflective frameworks in UK health and social care degree programmes, and students frequently encounter both during their studies. The key difference between them is structural complexity. Gibbs operates through six stages, providing a more granular framework that separates feelings, evaluation, and analysis into distinct stages. Driscoll uses three broader questions that incorporate these elements within a more open structure.

As a general guide, Driscoll's model is better suited to shorter reflective pieces, practice-based journals, and contexts where brevity is valued. Its three-question structure provides clear direction without over-prescribing the content of each stage. The Gibbs Cycle is often more appropriate for longer, more structured academic essays where a detailed and clearly staged analysis is expected. However, the choice of model should always be guided by the module handbook and the specific instructions provided by the institution. If your assignment specifies Driscoll, apply Driscoll consistently throughout.

How to structure a Driscoll reflection essay

A Driscoll reflection essay does not need to use the three questions as headings, though some module handbooks specify this format. Where no specific format is prescribed, the three stages can be addressed in three paragraphs or sections, moving from "What?" through "So What?" to "Now What?" without explicitly labelling each stage.

The most effective Driscoll reflections maintain a clear internal logic that connects each stage to the next. The analysis in "So What?" should directly address the experience described in "What?" and the action plan in "Now What?" should follow logically from the conclusions drawn in "So What?" Disjointed reflections, where each stage appears to be responding to a different experience, suggest that the model has been applied mechanically rather than thoughtfully.

For students who are finding reflective writing challenging or who have received feedback that their reflections lack depth or critical engagement, GradeQuill's reflective writing support offers expert guidance on applying Driscoll's model and other reflective frameworks at undergraduate, postgraduate, and professional level.