Introduction
Reflection is a fundamental aspect of professional development in nursing, enabling practitioners to critically evaluate their experiences and improve clinical practice. Within this context, Driscoll’s model of reflection stands out as a structured framework designed to facilitate deeper learning through a cyclical process. Developed by Driscoll in 1994, the model offers a straightforward yet effective approach by posing three key questions: What?, So What?, and Now What?. This essay aims to explore Driscoll’s model of reflection from a nursing student’s perspective, examining its structure, application, and relevance to nursing practice. The discussion will critically assess the model’s strengths and limitations, supported by academic sources, to provide a balanced understanding of its utility in fostering personal and professional growth.
Understanding Driscoll’s Model
Driscoll’s model of reflection, introduced in the context of clinical supervision and learning, provides a pragmatic framework for reflective practice (Driscoll, 2007). The model is built on three sequential stages: ‘What?’ encourages description of the event or experience; ‘So What?’ prompts analysis of the implications and feelings associated with the event; and ‘Now What?’ focuses on future actions and learning outcomes. This simplicity makes it particularly accessible for nursing students who may be new to reflective practice. For instance, when reflecting on a clinical placement incident—such as a communication breakdown with a patient—the ‘What?’ stage helps to outline the factual details of the situation, setting a foundation for deeper analysis.
Application in Nursing Practice
In nursing, reflective practice is essential for bridging theoretical knowledge and clinical skills, and Driscoll’s model offers a practical tool for this purpose. According to Howatson-Jones (2016), reflection enables nurses to identify gaps in their knowledge and develop critical thinking, which is vital in high-pressure healthcare environments. Applying Driscoll’s model, a student nurse might reflect on an encounter where they struggled to manage a patient’s anxiety during a procedure. By describing the event (‘What?’), analysing their emotional response and the patient’s behaviour (‘So What?’), and planning strategies such as seeking mentorship or training in de-escalation techniques (‘Now What?’), the model fosters actionable learning. This structured approach arguably enhances clinical competence, though it may sometimes oversimplify complex emotional experiences, as noted by some critiques (Rolfe et al., 2011).
Strengths and Limitations
One of the key strengths of Driscoll’s model is its clarity and ease of use, which suits the demanding schedules of nursing students and professionals. As Driscoll (2007) argues, the model’s focus on actionable outcomes ensures that reflection translates into practice improvements. However, a limitation lies in its relatively linear structure, which may not adequately capture the iterative nature of reflection in dynamic clinical settings. Rolfe et al. (2011) suggest that more complex models, such as Gibbs’ Reflective Cycle, might offer greater depth for exploring multifaceted experiences. Nevertheless, for straightforward reflection tasks, Driscoll’s model remains effective, particularly for beginners who require minimal guidance.
Conclusion
In summary, Driscoll’s model of reflection provides a valuable framework for nursing students to engage in structured reflective practice. Its three-stage process—What?, So What?, and Now What?—offers a clear pathway to dissect experiences, analyse their significance, and plan future actions. While the model’s simplicity is a notable strength, facilitating accessibility, it may lack the depth required for more intricate reflections. Nonetheless, its relevance in nursing education and practice is evident, as it supports the development of critical thinking and clinical competence. Ultimately, integrating Driscoll’s model into nursing curricula can empower students to address complex challenges, ensuring continuous professional growth and improved patient care. Indeed, reflection remains a cornerstone of nursing, and tools like Driscoll’s model are indispensable in this journey.
References
- Driscoll, J. (2007) Practising Clinical Supervision: A Reflective Approach for Healthcare Professionals. 2nd ed. Elsevier.
- Howatson-Jones, L. (2016) Reflective Practice in Nursing. 3rd ed. Learning Matters.
- Rolfe, G., Freshwater, D. and Jasper, M. (2011) Critical Reflection in Practice: Generating Knowledge for Care. 2nd ed. Palgrave Macmillan.
