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Introduction – Johns’ Model of Reflection
Like the Gibbs and Rolfe models, Christopher Johns’ work on reflective practice was originally developed in a nursing context, but has since become widely applied across a variety of disciplines, including education. Johns’ approach to reflective practice has become influential, not least because it provokes a consideration in the individual of matters which are external to them as well as elements which are internal to the practitioner.
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The Processes of Johns Model of Reflection
There are two sets of related processes in this model; looking in, then looking outwards.
1. Looking in
First, the practitioner is asked to look inwards upon themselves and recall the experience being analysed. It may be useful to write notes to clarify one’s memories. Write a descriptive account of the situation, paying attention to the emotions conjured up in the moment of the event being reflected upon, and those emotions and other thoughts which have been provoked since. Take note of issues arising from the event and its consequences.
2. Looking out
The looking out element of the model is structured around five key sets of questions. The diagram below indicates the working of Johns’ model:
2.1. Aesthetic questions
Aesthetics in the sense in which Johns is using it means questions raised in relation to one’s sensory perceptions, rather than in the more common usage of referring to an appreciation of art and beauty (Oxford Dictionaries, 2016a). For Johns, aesthetic questions include:
- What was I trying to do?
- What did I react in the ways that I did?
- What were the repercussions for myself / for others?
- How did others feel?
- How did I know what others felt?
2.2. Personal questions
Personal questions relate to self-examination, and ask if you can identify the nature of your actions and reactions, and the elements which influenced or provoked those. Relevant questions to ask here include:
- What internal factors influenced my actions?
- How was I feeling at the time of the event?
- Why was I feeling this way?
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2.3. Ethical questions
Ethical questions in this model relate to the coherence of your actions when compared to your moral and professional codes. Was how you acted consistent with your sense of self, and the values which you usually embody? Relevant questions to ask may include:
- To what extent did my actions in this instance match my wider beliefs?
- Was I acting in an uncharacteristic way?
- If so, what elements came together to influence me to act in a way contrary to my usual behaviours, or at odds with my sense of ethics?
- Did I act with best intentions?
2.4. Contextual questions
The contextual element of the model asks you to consider if there were environmental or other factors acting on you from outside. Relevant questions to ask here include:
- What outside influences were a work?
- Were those influences reasonable?
- Who or what informed my actions?
- Would I have acted differently with alternative outside information?
- How might I work to act more positively in the future for the benefit of all?
- How have I changed because of this event?
2.5. Reflective questions
Some versions of Johns’ model refer to this section as asking empirical questions; the word ’empirical’ in this usage meaning being based on evidence, observation, and experimentation. The process of working through the reflective cycle has generated evidence based upon your observations, and that leads you to be able to make assessments. Relevant questions to ask here can include:
- How does this event compare with other similar ones?
- What could I have done differently?
- What might have been the outcomes of such alternative approaches? Consider this regarding yourself, other colleagues, and the learner/s.
- What are my feelings about the event now?
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Evaluation
Johns’ model is useful in that it encourages reflection taking into consideration a range of standpoints, and that the reflector is provoked to consider the impacts of their actions not only on other people, but on themselves in respect of their own values. However, the model may be of limited use in some contexts as it is focused on the analysis of specific individual events rather than on wider questions.
The approach may be of relevance to troubleshooting problematic sessions or encounters with learners that went wrong in some way, but the model assumes a context of good practice to contrast the behavior being reflected upon. The model has a narrative aspect to it, timelining events and feelings towards those events, but there is the danger that if applied superficially, the model may only lead to obvious and descriptive findings.
Johns’ Model of Reflection : Pros and Cons
Pros:
There can be understood to be many positives for Johns’ MSR model, notably;
- The internal/ external process of reflection, which allows for a holistic understanding of a situation or event.
- It facilitates a deeper understanding between the practitioner and the supervisor, something that is important as it can foster trust between them.
Cons:
Despite these advantages, there are some legitimate criticisms of the reflective model that are necessary to mention;
- The five key sets of questions may not be sufficient enough in order to understand the complexities of the situation and to effectively reflect on it.
- There are some drawbacks when it comes to the practical application of what has been learnt in the reflective process due to a weak structure of appliance.
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Johns’ Model of Reflection Template
Having briefly described the production of the model, a template is provided below:
| Reflective Cue | Carper’s knowledge pattern |
| Bring the mind home | |
| Focus on a description of an experience that seems significant in some way | Aesthetics |
| What particular issues seem significant to pay attention to? | Aesthetics |
| How were others feeling and why did they feel that way? | Aesthetics |
| How was I feeling and why did I feel that way? | Personal |
| What was I trying to achieve and did I respond effectively? | Aesthetics |
| What were the consequences of my actions on the patient, others and myself? | Aesthetics |
| What factors influence the way I was/am feeling, thinking and responding to this situation? (personal, organisational, professional, cultural) | Personal |
| What knowledge did or might have informed me? | Empirics |
| To what extent did I act for the best and in tune with my values? | Ethics |
| How does this situation connect with previous experiences? | Personal/Reflexivity |
| Given the situation again, how might I respond differently? | Reflexivity |
| What would be the consequences of responding in new ways for the patient, others and myself? | Reflexivity |
| What factors might constrain me from responding in new ways? | Personal |
| How do I NOW feel about this experience? | Personal |
| Am I able to support myself and others better as a consequence? | Reflexivity |
| What insights have I gained? (framing perspectives) | Reflexivity |
Johns’ Model of Reflection Example
An example of how to effectively use the model within the field of nursing would be as follows:
Taking the case of caring for an elderly woman, Johns’ MSR model would focus on detailing the experience, such as any particular events that stood out and how were you and others feeling. Next you move onto what you wanted to achieve, in this case washing and bathing an elderly patient, considering the consequences of your actions.
If there was some difficulty, perhaps due to inexperience, then it is important to follow up by asking what made you feel and act the way you did, and how acting differently next time may impact your and the patient’s experience. You would then turn back to how you are feeling and gauge how you are feeling at the moment about the experience, and whether you are better equipped to support yourself and others. Finally, you would ask what you have learned through this reflective process and how this can help you care for your patient better next time.
Related FAQs – Johns’ Model of Reflection
1. What is John’s 2000 model structured reflection?
Johns’ model for structured reflection (2000)
Johns’ model (Johns, 2000) was developed for nursing practitioners but is applicable to any field. Johns suggests that the “Model for Structured Reflection” is a technique that is especially useful in the early stages of learning how to reflect.
2. What is the difference between Gibbs and Johns reflective models?
Another difference is that Gibbs ask you to evaluate your approach to work, however Johns is only concerned with what you have learnt from the experience or will change in future. Reflective models can be applied in practice by utilising the strategies to support some of the key challenges facing nurses.
3. What are the 3 models of reflection?
Guide to models of reflection – when & why should you use…
- “Difficult, but important”
- Gibbs reflective cycle (1988)
- Kolb reflective cycle (1984)
- Schön model (1991)
- Driscoll model (1994)
- Rolfe et al’s Framework for Reflexive Learning (2001)
- Johns’ Model for Structured Reflection (2006)
