Driscoll Model of Reflection: A Nursing How-To Guide

The Driscoll model of reflection is a structured way to learn from clinical experience. Developed by John Driscoll, it strips reflective practice down to three plain questions, which makes it quick to remember on a busy placement and easy to apply to a nursing assignment.

The model is cyclical: it moves from describing what happened, to analysing why it mattered, to deciding what you will do differently next time. That final step is what turns a diary entry into reflection — the shift from description to analysis that UK markers reward.

Marker translation A pass reflection describes the event. A strong reflection uses each stage to reach a specific, evidenced learning point.

Each stage answers one question. Work through them in order and give the last two stages as much space as the first.

• What? — Describe the event factually: the clinical situation, your role, and what happened. Keep it brief and anonymised in line with the NMC Code and your university's confidentiality guidance.
• So What? — Analyse it. Why did it matter? What did you feel, and what does the evidence, policy, or professional standard say about the care given? This is where marks are won.
• Now What? — Plan action. What will you do differently, and how will you develop the knowledge or skill involved? Tie this to a concrete, evidenced change in future practice.

Here is a short, anonymised example of the three stages applied to a placement moment. Names and identifying details are removed.

What? During a medication round on placement, I noticed a prescribed dose looked unusually high for the patient. I paused the round and checked with my mentor before administering.

So What? The pause mattered because safe medicines management is a core professional responsibility, and speaking up prevented a possible error. It showed me that clinical confidence is not about acting quickly — it is about knowing when to stop and verify. Evidence on medication safety supports checking when something does not fit the clinical picture.

Now What? I will revise the trust's medicines policy and dose-calculation guidance before my next placement, and continue to raise concerns early rather than assume a prescription is correct. My learning point is specific: verify, then administer.

Notice that the “So What?” and “Now What?” stages carry the analysis and the learning — the “What?” is kept short on purpose.

• Staying descriptive. Reporting what happened without analysing why it mattered is the most common reason a reflection loses marks.
• Naming a model but not using it. Listing “What? So What? Now What?” as headings, then writing a story underneath, is not reflection.
• Vague action. “I will read more” is weak. Name the policy, skill, or evidence you will develop.
• Confidentiality slips. Real names, dates, or ward details breach the NMC Code — anonymise everything.

A reflective account is your own account of practice — keep it authentic and within your university’s academic integrity expectations. For help understanding what your brief expects before you write, see our nursing assignment help page.