Reflective model guides

The Atkins and Murphy model of reflection is a circular model, which requires you to think deeply about your actions, why you acted in a certain way and how your own knowledge and beliefs may have affected you.

Atkins and Murphy Model

In Brookfield's reflective model, we should consider reflection from four perspectives: from our own standpoint,from that of our learners, from that of our colleagues, and from its relationship to wider theory. Only from the consideration of multiple points of view can we deepen our reflection.

Brookfield Reflective Model

The Driscoll model of reflection is one of the simplest models you will come across, and involves three stem questions which are; what, so what and now what?

Driscoll Model

Gibbs' Reflective Cycle was developed to give structure to learning from experiences, and is perhaps one of the more commonly used reflective cycles for nurses. It offers a framework for examining experiences, and given its cyclic nature lends itself particularly well to repeated experience allowing you to learn and plan from things that either went well or didn’t go well.

Gibbs Reflective Model

There are two sets of related processes in Johns model of reflection; looking in, then looking outwards. Johns model is useful in that it encourages reflection taking into consideration a range of standpoints, and that the person reflecting considers the impacts of their actions not only on other people, but also on themselves.

Johns Model

Kolb's learning cycle takes a somewhat different approach, as it sees reflection as part of a wider set of processes in which the learner seeks to understand their working processes as they move through different stages of engagement with an event, occurrence, or training session and take on relevant aspects of the new material.

Kolbs Model

Pender’s health promotion model concentrates on three major categories: individual characteristics and experiences, behaviour-specific cognitions and affect and lastly, the behavioural outcomes. Pender emphasised that one’s past actions have a direct link to whether they would partake in future health-promoting behaviours. Personal attributes and habits can also be a barrier to health-promoting behaviours.

Pender's Model

The model was developed initially for nursing and care education, but has become more broad in its subsequent applications, not least because of the clarity of the model and its ease of use.

The three stages of the model ask you to consider, in turn, what happened, the implications of the occurrence, and the consequences for future conduct. The model is cyclic, indicating a continuity. The changes in behaviour or approach which is generated from the reflective thought can then be analysed, and either a further revision made, or else the changes made can be found to have been appropriate.

Rolfe's Model

The purpose of the Roper Logan theory is as an assessment used throughout the patient’s care. As a nurse you should use the model to assess the patient’s relative independence and potential for independence in the 12 activities of daily living. The patient’s independence is looked at on a continuum that ranges from complete dependence to complete independence. This helps to determine what interventions will lead to increased independence as well as what ongoing support is needed to offset any dependency that still exists.

Roper Logan Model

The Schon reflective model presents the concept of 'reflection in action' and 'reflection on action'. The model asks you to consider why things are as they are, and how they could be. The Schon model also asks you to consider the strengths and areas of development in your own practice as a nurse questioning why learning experiences might be this way and considering how to develop them.

Schon Model