Driscoll model of reflection in nursing: What? So what? Now what?

Start with the decision your assignment asks you to make

Read the brief, learning outcomes and marking language before choosing a framework or editing a paragraph. Reflective writing is assessed in a course context: the useful question is not whether a passage sounds reflective in isolation, but whether it gives the reader the analysis, evidence and future action the task requires.

Use the checks below as a planning aid. They are not a hidden rubric and they do not replace feedback from the module team.

• Use What for essential de-identified facts only.
• Use So what for causes, perspectives, evidence, and significance.
• Use Now what for one supported and observable action.

Sources: University of Edinburgh Reflection Toolkit · University of Edinburgh Reflection Toolkit

Revise the reasoning, not just the wording

A productive revision changes what the paragraph helps the reader understand. Select the necessary context, make the interpretation visible, use a source to test a claim rather than decorate it, and connect the learning to a realistic future choice.

Keep uncertainty where it is honest. Nursing reflection does not require inventing confidence, a dramatic mistake or a perfect outcome; it requires an accountable explanation of what you noticed, learned and will examine next.

• Cut chronology that does not support the learning issue.
• Prevent So what from becoming a second description section.
• Check that Now what follows from the analysis.

Sources: University of Edinburgh Reflection Toolkit · University of Edinburgh Reflection Toolkit · University of Edinburgh Reflection Toolkit

Driscoll model of reflection pros and cons

The main advantage is economy: three questions can keep a short assignment moving from event to meaning to action. The main limitation is also simplicity: without deliberate evidence and perspective questions, So what can remain shallow and Now what can become a vague promise. Use the model only when it fits the brief and available word count.

Sources: University of Edinburgh Reflection Toolkit · University of Edinburgh Reflection Toolkit

Protect confidentiality and authorship

Remove unnecessary identifying details and follow the rules set by your university, placement provider and applicable professional body. Changing a name alone may not make a distinctive event anonymous.

Planning tools and formative feedback can help you find questions or revision priorities. The experience, interpretation, evidence choices and final language must remain yours, and any AI use must follow the declaration rules for your assignment.

Sources: Nursing and Midwifery Council · University of Edinburgh Reflection Toolkit

Sources and further reading

1. What? So what? Now what?
   University of Edinburgh Reflection Toolkit — A concise three-question reflective structure commonly associated with Driscoll's model.
2. Structure of academic reflections
   University of Edinburgh Reflection Toolkit — Guidance on combining context, analysis and conclusions in assessed reflective writing.
3. Assessment criteria for reflection
   University of Edinburgh Reflection Toolkit — Examples of reflective criteria including analysis, selectivity, multiple perspectives and action.
4. The Code: Professional standards of practice and behaviour for nurses, midwives and nursing associates
   Nursing and Midwifery Council — The current professional standards; students must use the jurisdiction and edition required by their course.

Sources were checked on 3 September 2026. Report an inaccurate or outdated statement through the content corrections process.

Related guides and tools

• Reflective practice models in nursing: choose by assignment need
• Gibbs' reflective cycle questions for nursing students
• Build a private reflection-question plan
• Browse all local tools