The “What? So What? Now What?” model offers a practical framework for incorporating reflection into various aspects of our lives, leading to continuous learning, growth, and improved decision-making.
The stages are interconnected, with each one building upon the insights gained from the previous stage.
The connection between these stages is crucial as it allows for a deeper level of understanding and more effective action.
By regularly reflecting on our experiences, we can identify areas for improvement and make more informed decisions in the future.
Who are the authors of the Reflective Model?
Rolfe et al.’s reflective model, based on Borton’s “What? So What? Now What?” model, is a framework tailored for healthcare practitioners, particularly in nursing.
While sharing the same three-stage structure, Rolfe et al.’s adaptation emphasizes clinical practice, focusing on developing clinical judgment, communication skills, and patient-centered care.
This model is often integrated into nursing education to help students connect theory and practice.
Stage 1. What? – Describing the Experience
The “What?” stage focuses on objectively describing the experience or event. This involves detailing the facts without interpretation or judgment.
The “What” stage establishes a clear, factual account of the experience, laying the foundation for deeper analysis in the subsequent stages.
It encourages individuals or groups to slow down, step back, and articulate the concrete details of what transpired, without immediately jumping to interpretations, judgments, or emotional responses.
It’s crucial to be as comprehensive and objective as possible during this stage to ensure a solid basis for reflection.
Examples of questions that can guide the “What?” stage, prompting individuals to consider specific details, actions, and observations related to the experience:
By thoroughly addressing these “What?” questions and establishing a clear, factual understanding of the experience, individuals and groups can lay a strong foundation for meaningful analysis and the identification of valuable insights in the later stages of the reflection model.
Example of a “What?” Stage Reflection
Let’s imagine a scenario where a first-year nursing student is reflecting on their first experience assisting a registered nurse in providing wound care to a patient. Here’s how the student might approach the “What?” stage of reflection, focusing on objective description:
This detailed, objective account of the experience provides the foundation for the student to move on to the “So What?” stage, where they can begin to analyze their feelings, reactions, and the significance of the experience.
Stage 2. So What? – Analyzing and Sense-Making
The “So What?” stage delves into analysis and sense-making. This stage encourages you to examine your feelings, thoughts, and interpretations of the experience.
The goal is to uncover insights and identify what difference the event made. This stage is where analysis, critical thinking, and sense-making take center stage.
Some guiding questions for this stage include:
By thoughtfully engaging with these “So What?” questions, individuals and groups can extract valuable lessons from their experiences, gain self-awareness, and prepare for more informed and effective actions in the “Now What?” stage.
Asking “So What?” questions can also challenge your existing mental models and promote Double Loop Learning.
The “So What?” stage is crucial for moving beyond simple description to critical analysis. It helps you extract meaning from the experience and understand its broader significance.
This deeper understanding then forms the basis for the final “Now What?” stage, where you consider future actions and applications of your insights.
Example of a “So What?” Stage Reflection
Building on the “What?” stage example of a first-year nursing student assisting with wound care, let’s explore how they might approach the “So What?” stage:
This analysis demonstrates how the “So What?” stage encourages the nursing student to examine their emotional responses, identify knowledge gaps, and relate their experience to broader themes in nursing practice.
This sets the stage for the “Now What?” stage, where they can develop action steps for improvement and future learning.
Stage 3. Now What? – Determining Next Steps
“Now What?” focuses on applying your analysis to determine effective next steps. This involves identifying what you can take away from the experience and how you can use those insights in the future.
It focuses on translating insights and learning from the “What?” and “So What?” stages into concrete plans and actions.
By thoroughly exploring these “Now What?” questions and formulating actionable steps, individuals and groups can transform reflection into meaningful change and continuous growth.
They can then apply these insights to similar experiences in the future, ultimately leading to improved decision-making, skill development, and personal and professional effectiveness.
Example of a “Now What?” Stage Reflection
Scenario:A nursing student encounters resistance from a patient while attempting to administer medication. The patient, anxious and in pain, refuses the medication, stating it doesn’t work. The student, feeling flustered, seeks assistance from a senior nurse who skillfully calms the patient and successfully administers the medication.
By working through the “Now What?” stage, the nursing student transitions from simply reflecting on the experience to actively shaping their future practice.
This stage highlights the importance of continuous learning, self-improvement, and a commitment to providing compassionate, patient-centered care.
Comparing Rolfe et al.’s Reflective Model and Gibbs’ Reflective Cycle
While both Rolfe et al.’s model, adapted from Borton’s “What? So What? Now What?” framework, andGibbs’ Reflective Cycleare popular reflective models, they differ in their structure and emphasis.
Understanding these differences can help you choose the most appropriate model for your reflective needs.
The choice between these models depends on the specific context and the reflector’s goals.
Ultimately, the most effective reflective model is the one that best suits the individual’s learning style and the specific demands of the situation.
Sources
Borton, T. (1970).Reach touch and teach: Student concerns and process education.NewYork, NY: McGraw-Hill.
Rolfe, G. (2014). Big ideas: Reach touch and teach: Terry Borton.Nurse Education Today,34(488-489).
Rolfe, G., Freshwater, D., & Jasper, M. (2001).Critical Reflection for Nursing and the HelpingProfessions: A user’s guide. London: Palgrave Macmillan.
Rolfe, G., & Jasper, M. (1993). Some strategies for curriculum development in nurse education.Journal of further and higher education,17(3), 105-111.
Olivia Guy-Evans, MSc
BSc (Hons) Psychology, MSc Psychology of Education
Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.
Saul McLeod, PhD
BSc (Hons) Psychology, MRes, PhD, University of Manchester
Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.
