09/07/2026
Driscoll’s “What?” model (also called the What? So What? Now What? model) is a simple three-stage framework for structured reflection. John Driscoll adapted it from Terry Borton’s 1970 stem questions and introduced it for clinical practice, especially nursing, in 1994, with further development in later work (including 2007).
It is widely used in healthcare, education, and professional development because the three questions are easy to remember and can be applied after a significant incident, placement experience, or piece of work.
The three stages
1. What?
Describe the experience factually: context, what happened, who was involved, what you and others did, the outcome, and (briefly) feelings. Stay close to the event rather than interpreting it yet.
Typical prompts:
What is the context / situation / problem?
What was I (or others) trying to achieve?
What happened? What did I do? What did others do?
What was the outcome?
What feelings did it evoke in me and others?
What was good or bad about it?
2. So what?
Analyse the experience: meaning, implications, knowledge used or missing, feelings in retrospect, and what theory or other knowledge helps make sense of it.
Typical prompts:
So what does this tell me about the situation, my practice, or my attitude?
What was going through my mind? What did I base decisions on?
What knowledge, skills, or theories could help me understand it?
What else could I have done?
What is my new understanding of how I work?
3. Now what?
Turn the learning into an action plan: what you will do differently (or continue doing), support needed, and how you will follow through.
Typical prompts:
Now what do I need to do to improve or handle a similar situation better?
What might the consequences of that action be?
What support or information do I need?
How will I make sure I actually follow the plan?
The process is cyclic: the “now what” actions become the next experience you can reflect on.
Strengths and limitations
It is one of the most accessible models—quick to use for short reflections, portfolios, or supervision. The same simplicity is also its main limitation: without the extra prompt questions (or without linking to theory), writing can stay descriptive rather than critically analytical. Models such as Gibbs add dedicated stages for feelings, evaluation, and analysis.
Rolfe, Freshwater and Jasper (2001) later used the same three questions, so you will sometimes see the framework attributed to them as well; the underlying sequence comes from Borton.
Common citation: Driscoll, J. (1994). Reflective practice for practise. Senior Nurse, 14(1), 47–50; and Driscoll, J. (2007). Practising clinical supervision: A reflective approach for healthcare professionals (2nd ed.). Elsevier.
