Rolfe et al’s Framework for Reflexive Learning (2001)
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Get Help Now!This reflective model is probably amongst the simplest ones, as it is based on three questions only. However, this does not mean that the reflections should remain superficial, but should be as comprehensive as possible. Rolfe et al’s Framework for Reflexive Learning is based on three questions:
What?
- Is the problem/difficulty/ reason for being stuck/reason for feeling bad/reason we don’t get on?
- was my role in the situation?
- was I trying to achieve?
- actions did I take?
- was the response of others?
- were the consequences for the student? Myself? Others?
- feelings did it evoke in the student? Myself? Others?
- was good/bad about the experience?
So what?
- does this tell me/teach me/imply/mean about me/my class/others/our relationship/my
- patient’s care/the model of care I am using/my attitudes/my patient’s attitudes?
- was going through my mind as I acted?
- did I base my actions on?
- other knowledge can I bring to the situation?
- could/should I have done to make it better?
- is my new understanding of the situation?
- broader issues arise from the situation?
Now what?
- do I need to do in order to make things better/stop being stuck/improve my
- teaching/resolve the situation/feel better/get on better/etc., etc.
- broader issues need to be considered if this action is to be successful
- might be the consequences of this action?
Pros: based on the three “What? So what? Now what?” questions, but repeats these questions at three levels, with increasingly deeper reflection at each level. The levels are descriptive, theoretical and action-orientated. This model is based on Borton’s developmental model. Working through the same questions at different levels can be used to develop from novice to expert.
Cons: May be too complicated for a beginner who is new to reflection.
REFERENCE
Rolfe, G., Freshwater, D., Jasper, M. (2001) Critical reflection in nursing and the helping professions: a user’s guide. Basingstoke: Palgrave Macmillan.
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