Johns' Model of Reflection
Johns' Model of Reflection is a structured framework that encourages
practitioners to critically examine their experiences by exploring not only what
happened, but also the knowledge, values, emotions and ethical considerations
that influenced their practice. Developed by Christopher Johns during the 1990s,
the model is grounded in the belief that reflection enables professionals to
develop greater self-awareness, improve decision making and enhance the
quality of care they provide. Unlike simpler reflective models, Johns' framework
encourages practitioners to consider multiple perspectives, including their own
values, the experiences of others and the wider professional context. Within
social work, the model supports reflective practice, professional judgement,
ethical decision making and lifelong learning while promoting person-centred
and evidence-informed practice (Johns, 2017).
Johns developed the model while working in nursing education, drawing upon the
theories of Barbara Carper (1978), who identified different ways of knowing in
professional practice. Johns argued that practitioners should not only reflect
upon actions but also examine the knowledge, ethics, emotions and personal
beliefs that shape professional decision making. The model has since been
widely adopted across health and social care because it encourages deeper
reflection than many descriptive frameworks.
A central feature of Johns' Model is the use of guided cue questions that help
practitioners analyse an experience from multiple perspectives.
The model typically follows five broad stages.
1. Description of the Experience
The first stage involves describing the situation factually.
Practitioners consider questions such as:
What happened?
What was I trying to achieve?
What was my role?
Who was involved?
The aim is to establish the context before moving into deeper reflection.
2. Reflection
, The second stage explores personal thoughts, emotions and actions during the
event.
Practitioners ask themselves:
What was I thinking and feeling?
Why did I respond in that way?
How did others appear to feel?
How did my actions affect others?
This stage develops emotional awareness and encourages practitioners to
consider the impact of their behaviour.
3. Influencing Factors
The third stage examines the knowledge and factors influencing practice.
Reflection may include:
Relevant legislation.
Professional values.
Ethical principles.
Organisational policies.
Social work theories.
Research evidence.
Personal beliefs and assumptions.
Environmental or organisational pressures.
This stage promotes critical thinking by encouraging practitioners to understand
why decisions were made.
4. Evaluation and Learning
Practitioners critically evaluate the effectiveness of their actions.
Questions include:
What went well?
What could have been improved?
Were my actions consistent with professional values?
What have I learned from this experience?
This stage encourages honest self-evaluation while recognising strengths as well
as areas for development.
Johns' Model of Reflection is a structured framework that encourages
practitioners to critically examine their experiences by exploring not only what
happened, but also the knowledge, values, emotions and ethical considerations
that influenced their practice. Developed by Christopher Johns during the 1990s,
the model is grounded in the belief that reflection enables professionals to
develop greater self-awareness, improve decision making and enhance the
quality of care they provide. Unlike simpler reflective models, Johns' framework
encourages practitioners to consider multiple perspectives, including their own
values, the experiences of others and the wider professional context. Within
social work, the model supports reflective practice, professional judgement,
ethical decision making and lifelong learning while promoting person-centred
and evidence-informed practice (Johns, 2017).
Johns developed the model while working in nursing education, drawing upon the
theories of Barbara Carper (1978), who identified different ways of knowing in
professional practice. Johns argued that practitioners should not only reflect
upon actions but also examine the knowledge, ethics, emotions and personal
beliefs that shape professional decision making. The model has since been
widely adopted across health and social care because it encourages deeper
reflection than many descriptive frameworks.
A central feature of Johns' Model is the use of guided cue questions that help
practitioners analyse an experience from multiple perspectives.
The model typically follows five broad stages.
1. Description of the Experience
The first stage involves describing the situation factually.
Practitioners consider questions such as:
What happened?
What was I trying to achieve?
What was my role?
Who was involved?
The aim is to establish the context before moving into deeper reflection.
2. Reflection
, The second stage explores personal thoughts, emotions and actions during the
event.
Practitioners ask themselves:
What was I thinking and feeling?
Why did I respond in that way?
How did others appear to feel?
How did my actions affect others?
This stage develops emotional awareness and encourages practitioners to
consider the impact of their behaviour.
3. Influencing Factors
The third stage examines the knowledge and factors influencing practice.
Reflection may include:
Relevant legislation.
Professional values.
Ethical principles.
Organisational policies.
Social work theories.
Research evidence.
Personal beliefs and assumptions.
Environmental or organisational pressures.
This stage promotes critical thinking by encouraging practitioners to understand
why decisions were made.
4. Evaluation and Learning
Practitioners critically evaluate the effectiveness of their actions.
Questions include:
What went well?
What could have been improved?
Were my actions consistent with professional values?
What have I learned from this experience?
This stage encourages honest self-evaluation while recognising strengths as well
as areas for development.
