Rolfe reflection model: What? So what? Now what?

Rolfe is a structured reflection model built around three questions. It helps you move from describing an experience to understanding what you learned and what follows for practice, learning or further attention, without the length of a multi-stage cycle.

The What? So what? Now what? questions can be traced to Terry Borton's 1970 work. John Driscoll later developed and adapted the approach for reflective nursing and clinical practice. Gary Rolfe, Dawn Freshwater and Melanie Jasper developed a related three-question approach for nursing and the helping professions in their 2001 work. “Rolfe reflection model” remains a common contemporary label for the Rolfe et al. approach in reflective practice across health, social care and broader professional CPD.

Reflective frameworks are optional tools that support your thinking; no regulator requires Rolfe specifically.

Each question builds on the last. You do not need equal length for every section. Give enough attention to “So what?” and “Now what?” that the reflection moves beyond a factual account, but do not invent content simply to fill space.

What?: what happened?

Describe the learning event or professional situation in factual, proportionate terms. Focus on what is relevant to your learning, not a full narrative of unrelated detail.

• What was the learning event or professional situation?
• What was your role or involvement?
• What happened that mattered for your learning?
• What context does a reader need to understand the reflection?

CPD relevance: A clear, anonymised description anchors your record so you (or a reviewer) can understand the learning months later without unnecessary detail.

So what?: why did it matter?

This is the principal meaning-making question. Explain why the experience mattered professionally. Where relevant, you might explore what you learned, what surprised or challenged you, assumptions, changed understanding, uncertainty, another perspective, implications for professional judgement or practice, and standards or ethics when they genuinely apply. You do not need to cover every angle. “So what?” is where a factual account becomes reflective learning.

• What did you learn from the experience?
• What surprised, challenged or confirmed your thinking?
• What assumptions shifted, and what remains uncertain?
• Why is this worth recording as CPD for your practice or judgement?

CPD relevance: “So what?” turns an event into professional insight: the difference between noting that something happened and explaining what it means for your practice.

Now what?: what will you do next?

Ask what follows from this reflection for practice, learning or further attention. “Now what?” is not only “what will you change?” You might change something, continue an effective approach, explore further, practise, learn more, seek supervision or feedback, monitor an issue or revisit it later. Specific actions are valuable when they genuinely follow. Do not invent an action merely because the model asks the question.

• What will you change, continue or practise in similar situations?
• What further learning, reading, supervision or feedback would help?
• What will you continue doing that worked well?
• What will you monitor, test or revisit later?

CPD relevance: A concrete “Now what?” closes the loop by turning insight into a usable next step, whether that is change, continuation, further learning or something to revisit.

Reflective depth depends on the experience, the questions you explore and your thinking, not merely the number of stages. Choose the approach that fits the learning event. See our Gibbs reflective cycle guide if a more explicit six-stage structure would help.

Staying at “What?” and not reflecting

A factual account of events is not a reflection. Move beyond what happened to why it mattered and what follows for practice, learning or further attention.

Making “So what?” too vague

General statements like “I learned a lot” add little value. Name the specific learning and how it connects to your practice, judgement or development.

Writing a vague or invented “Now what?”

“I will communicate better” is not a useful next step. Name specific behaviours, follow-up learning or supervision themes where they genuinely follow. Do not invent actions merely to answer the question.

Including identifiable or confidential information

Remove names, identifiers and unnecessary detail about patients, clients, service users or colleagues before filing the record.

Treating AI output as final without reviewing it

AI-assisted drafts can help organise thoughts, but edit every section in your own words before treating it as part of your record.

Trying to force Rolfe onto every situation

Not every CPD entry needs a structured reflection. Match the depth of your record to the learning event, and use a more explicit framework when the situation warrants it.

If you need to cite the Rolfe reflection model, the commonly used practical source is Rolfe, Freshwater and Jasper (2001):

Rolfe, G., Freshwater, D. and Jasper, M. (2001) Critical Reflection for Nursing and the Helping Professions: A User's Guide. Basingstoke: Palgrave.

The three-question lineage predates this work. Historical sources include:

• Borton, T. (1970) Reach, Touch, and Teach: Student Concerns and Process Education. McGraw-Hill.
• Driscoll, J. (1994) Reflective practice for practise. Senior Nurse, 14(1), pp. 47-50.

The Rolfe et al. line above is an illustrative Harvard-style example. Harvard referencing varies between institutions, so check the version required by your university, employer or course provider.

If Rolfe fits the learning, you do not need to start from a blank page or rebuild the three-question structure yourself. Start with your own notes, feedback or a logged CPD activity. HandyCPD's Reflection Engine guides you through What?, So what? and Now what? with prompts that help you explore what matters. You choose what fits your experience, refine the thinking in your own words, and review the resulting draft before it becomes part of your record. CPD Logging can keep the reflection connected to the activity and evidence that prompted it.