Reflection remains one of the most significant skills for professional development. It provides an opportunity for practitioners to reflect upon experiences and learn to improve their practice. John Driscoll proposed the Driscoll Model of Reflection to provide a systematic guideline for reflection. This article will highlight how best to understand and reference this model.
Understanding the Driscoll Model of Reflection
The Driscoll Model of Reflection, popularly known as the “What? So What? Now What?” model, was originally presented in 1994. This model offers a straightforward, logical format for conducting reflective practice and is useful for novice and experienced professionals alike.
The Three Stages of Driscoll’s Model
- What? – Description of the event This stage involves objectively describing the situation or experience in detail.
- So What? – Analysis of the event Here, you analyze the meaning and implications of the experience, considering your thoughts, feelings, and impact.
- Now What? – Proposed actions for future events This final stage focuses on how you can apply the insights gained to improve future practice.
Driscoll Model of Reflection 2007
In 2007, Driscoll revised his model to emphasize that it was a cyclical model. The Driscoll Model of Reflection 2007 encourages reflection to be viewed as a process, not as an event itself. This adaptation proposes the indication to be given to the practitioners about their reflections should be a constantly recurring cycle if continuous improvement is to be achieved.
How to Reference the Driscoll Model of Reflection
When incorporating the Driscoll reflection model into your work, it’s crucial to reference it correctly. Here are examples of two common citation styles:
APA Format
For the original 1994 model: Driscoll, J. (1994). Reflective practice for practise. Senior Nurse, 14(1), 47-50.
For the 2007 version: Driscoll, J. (2007). Practicing Clinical Supervision: A Reflective Approach for Healthcare Professionals. Bailliere Tindall Elsevier.
Harvard Format
For the original 1994 model: Driscoll, J., 1994. Reflective practice for practice. Senior Nurse, 14(1), pp.47-50.
For the 2007 version: Driscoll, J., 2007. Practicing Clinical Supervision: A Reflective Approach for Healthcare Professionals. 2nd ed. Edinburgh: Bailliere Tindall Elsevier.
When referencing the model within your text, you might write: “Using Driscoll’s (1994) model of reflection, I considered the ‘What? So What? Now What?’ questions to analyze my experience.” Or, “Driscoll’s (2007) updated reflective model emphasizes the cyclical nature of reflection in professional practice.”
Applying the Driscoll Model in Practice
The Driscoll Model of Reflection is adaptable and relevant to many professional contexts. Below is a simplified example :
What? – “In one of the team meetings, I felt that some members were not participating.”
So What? – “This may suggest that some team members feel that their ideas are not taken seriously, and this could affect productivity and morale within the team.”
Now What? – “I will try to ensure in future meetings that everybody contributes and I will get in touch individually with those who are less involved .”
Comparison of Reflective Models: Driscoll and Others
While the Driscoll model is popular because of its simplicity, other widely used reflective models include:
Kolb’s Experiential Learning Cycle, 1984
Johns’ Model of Reflection, 1995
Each model has strengths, and often it depends on the context and personal preference. However, the Driscoll model retains its popularity because of how accessible it is in its usage.
Reflection and Professional Development
Whichever model one uses, reflection is an important determinant of professional development. With frequent reflection, a practitioner can learn from experiences and improve their practice, note strengths and areas of improvement, engage in critical thinking and problem-solving, close the gap in theory and practice, and increase self-awareness and emotional intelligence. By incorporating this into your daily practice, you will feel encouraged to adapt to a continuous culture of learning and improvement.
Conclusion
The Driscoll Model of Reflection, in either its original 1994 version or in its revised 2007 model, provides a simple and accessible framework for reflective practice. Being able to use and correctly reference this model will enhance your reflection skills and also demonstrate academic integrity in your work.
Remember that reflection is not an event but a process. Mastery of models such as Driscoll’s will add weight to your professional development. Indeed, further work with this model may lead to reflections that are deeper, richer, and enhanced, resulting in significant improvement in your practice.
Whether one is a student or an educator, a healthcare professional, or a practitioner in other disciplines, the Driscoll Model of Reflection has served as a means for converting experiences into opportunities to learn. Invariably posing “What? So What? Now What?” will ensure you are not just having experiences, but learning and growing from them.