Reflective practice serves as a cornerstone of professional advancement, enabling practitioners to critically evaluate their experiences and enhance their performance ( Mann, Gordon, & MacLeod, 2009 ). The Nursing and Midwifery Council (NMC) (2018) highlights the vital role of reflection in ongoing professional development, asserting its capacity to “maintain and improve your professional standards”. The emphasis on reflective practice extends across various professional domains. As defined by the Health and Care Professions Council (HCPC) (2024) , reflection constitutes “a process which helps you gain insight into your professional practice by thinking analytically about any element of it”. This methodological approach facilitates a comprehensive understanding of one’s actions, fosters personal growth, and ultimately elevates the standard of care provided to clients and patients ( Royal College of Nursing, 2021 ). Through engagement in reflective practice, professionals can progress from reactive responses to a more considered and intentional approach to their work.

Literature extensively documents the significance of reflection in professional practice. Schön (1983) introduced the concept of “reflection-in-action”, wherein professionals continuously analyze their experiences to inform decision-making and adapt their strategies in real-time. This dynamic process promotes flexibility and responsiveness in complex professional environments. Boud, Keogh and Walker (2013) highlighted the role of reflection in transforming experiences into learning, arguing its crucial importance in developing critical thinking skills and professional competence. Reflection functions as a bridge between theoretical knowledge and practical applications, allowing individuals to derive valuable insights from both their successes and failures.

The field of reflective practice encompasses various established frameworks, such as Gibbs’s reflective cycle ( Gibbs, 1988 ), Kolb’s Experiential Learning Cycle ( Kolb, 1984 ), and Boud’s Reflective Model ( Boud, 1995 ). However, this article proposes a novel approach—the 5Es Reflective Framework—which addresses a critical element frequently neglected in traditional models: expectation. By explicitly integrating expectations, the 5Es framework offers a more sophisticated and comprehensive methodology for reflective practice.

Prior to delving into the 5Es model, it is crucial to recognise the significant impact of current reflective frameworks. The Gibbs’ Reflective Cycle ( Gibbs, 1988 ) is a widely used model that guides individuals through six phases: describing the event, exploring emotions, evaluating the experience, analysing the situation, drawing conclusions, and formulating an action plan. This cyclical methodology enables a thorough examination of an experience, spanning from initial recollection to the development of strategies for future occurrences. It provides a methodical approach for scrutinising events and contemplating their ramifications. Kolb’s Experiential Learning Cycle ( Kolb, 1984 ) delineates a four-phase process: concrete experience, reflective observation, abstract conceptualisation, and active experimentation. This framework elucidates the cyclical nature of learning, wherein experiences are transformed into knowledge, and subsequently applied to novel scenarios. It emphasises the significance of progressing through a cycle of experiencing, reflecting, conceptualising, and experimenting. Boud’s Reflective Model ( Boud, 1995 ) and Driscoll’s Model ( Driscoll, 2000 ) present more concise structures, focusing on key questions. These frameworks prompt practitioners to describe their experience, consider its significance, and determine future actions. They offer a simplified approach to reflection by concentrating on fundamental enquiries. Although these models provide valuable frameworks for reflection, they often neglect a crucial aspect of human experience: the role of expectations ( Illeris, 2014 ). This omission can potentially limit the depth and efficacy of the reflective process. The 5Es framework aims to address this gap by incorporating expectations into its structure.

The 5Es Reflective Framework augments existing models by introducing the critical element of expectation. This methodology encompasses five distinct stages:

Expectation: This preliminary phase encourages practitioners to consciously acknowledge their preconceived notions and anticipations preceding an event or experience. These expectations, which may be positive, negative, or neutral, can profoundly shape an individual’s interpretation of and reaction to a given situation ( Bandura, 1997 ). Expectation encompasses the act of anticipating, the object of anticipation, and the basis for such anticipation ( Cambridge Dictionary, 2025 ). It is imperative to recognise that expectations are not always conscious; they may be implicit and deeply embedded. There are numerous methods for recognising and expressing expectations. Some professionals may choose to utilise journaling techniques, engage in free-writing exercises, or converse with mentors and peers. Additionally, practising mindfulness and introspection can play a crucial role in uncovering hidden expectations. It is important to recognise that expectations are often multifaceted and may evolve throughout the process of self-reflection. As individuals delve deeper into their introspective journey, they may find that their expectations shift and transform.

Experience: This stage entails a comprehensive account of the event. Practitioners are urged to provide an impartial narrative of the occurrence, encompassing key details, contextual information, and the perspectives of involved parties ( Eraut, 1994 ). This necessitates scrupulous attention to particulars and concerted efforts to maintain objectivity. Enhancing objectivity involves emphasising information, employing neutral terminology, and considering diverse perspectives. Identifying and minimising biases can be facilitated using video documentation, structured observation techniques, or by seeking input from colleagues. While achieving complete impartiality may not always be feasible, it remains essential to strive towards this goal. It is crucial to recognise that absolute objectivity might be unattainable, yet the pursuit of it is paramount in maintaining credibility.

Evaluation: In this phase, practitioners engage in a critical analysis of the experience in relation to their initial expectations. They scrutinise the outcomes, identify discrepancies between anticipated and actual results, and examine the factors contributing to these disparities ( Mezirow, 1991 ). This comparative assessment is fundamental for recognising learning opportunities and areas that require improvement. Evaluation criteria may include the achievement of objectives, compliance with core principles, and the effect on pertinent parties. Structured assessment methods like SWOT analysis or introspective diaries could offer a framework for the appraisal procedure. Discrepancies might be recognised by comparing realised outcomes with expected results, and their examination could involve investigating causative elements, underlying presumptions, and different interpretations of the data.

Explore: This phase entails a comprehensive examination of the experience, investigating the emotions and sentiments associated with the event. This exploration facilitates the identification of underlying beliefs, principles, and assumptions that may have influenced the experience and subsequent responses ( Brookfield, 2017 ). Emotional reactions serve as valuable sources of information and can provide significant insights into one’s values and beliefs.

Execute: The concluding phase involves formulating an action plan derived from the insights gained through reflection. Practitioners establish concrete objectives, methodologies, and potential modifications to their approach to enhance future outcomes. This stage also promotes the reassessment and possible amendment of initial expectations considering the reflective process ( Kolb, 1986 ). This cyclical contemplation and implementation process is essential for continuous professional development ( Figure 1 ).

The 5Es framework allows flexibility in the sequence of Evaluation and Explore stages, based on personal preference and reflection context.

Some may benefit from starting with Evaluation, assessing the experience against their expectations before addressing their emotions. This helps maintain objectivity and highlights key learning points. Others might find it easier to begin with Explore, processing their emotions first for a more authentic understanding. The choice depends on self-awareness, emotional intensity, and the reflection’s goal. The adaptable 5Es framework allows individuals to tailor the process to their needs, promoting deeper learning and professional growth.

The incorporation of “expectation” as a distinct phase within the 5Es model is predicated on the recognition that anticipatory cognitions significantly mould experiences and interpretations. Expectation, a concept extensively investigated in psychological and educational research, has been demonstrated to exert considerable influence on perception, motivation, and behaviour ( Olson & Zanna, 1993 ). The Pygmalion effect, alternatively known as the Rosenthal effect, elucidates how heightened expectations can augment performance ( Rosenthal & Jacobson, 1968 ), underscoring the potency of beliefs in shaping outcomes. In the context of reflective practice, scrutinising one’s expectations can facilitate the identification of potential biases, challenge presuppositions, and foster a more profound comprehension of experiences ( Jussim & Harber, 2005 ). By directing attention towards expectations, individuals can cultivate heightened awareness of how their preconceptions may be influencing their perceptions and actions.

The performance of a sports team serves as an example of how the intricate interplay between expectations from spectators, athletes, and management can substantially impact outcomes. Elevated expectations may engender pressure, whereas diminished expectations could result in reduced motivation. Although positive outcomes are generally desired in medical contexts, healthcare professionals may encounter situations involving negative expectations or results. Understanding the dynamics of both positive and negative expectations is crucial for comprehensive reflection and ethical practice ( General Medical Council, 2025 ). For instance, a medical practitioner’s assumptions regarding a patient’s treatment adherence might inform their communication approach, subsequently influencing the patient’s behaviour. Furthermore, the integration of the “expectation” phase can prove particularly valuable in circumstances where outcomes are not directly controllable, such as in job interviews or competitive applications ( Dweck, 2013 ). Examining initial expectations can reveal whether they were realistic or if modifications to preparation or self-evaluation are necessary, thereby enabling a more objective and constructive assessment of the experience.

The 5Es framework is rooted in the influential theories of reflection and learning. John Dewey’s (1910) seminal work is crucial for understanding reflection as a fundamental component of the learning process. Dewey contended that reflective thinking facilitates the integration of experiences with knowledge, enabling individuals to scrutinise their actions and extract meaningful insights. This conceptualisation of reflection as a vital bridge between experience and learning resonates with the 5Es framework, which prompts practitioners to evaluate their experiences in relation to their initial expectations. The notion of “reflection-in-action”, proposed by Donald Schön (1987) , underscores the dynamic and continuous nature of reflection in professional practice. Schön argues that professionals engage in constant reflection during their work, modifying their approaches in response to emerging information and challenges. The 5Es framework aligns with this perspective by advocating for ongoing reflection and recalibration of expectations throughout the process. Jack Mezirow’s (1990) transformative learning theory further emphasises the significance of critical reflection in challenging assumptions and altering perspectives. Mezirow posits that learning entails a critical examination of one’s beliefs and assumptions, potentially culminating in a shift in viewpoint. The 5Es framework incorporates this principle by encouraging individuals to thoroughly analyse their experiences and interrogate their preconceived notions and expectations.

The 5Es Reflective Framework presents several potential advantages for professional practice:

The 5Es Reflective Framework exhibits significant adaptability in its application, facilitating its implementation across diverse professional domains and contexts to enhance reflection and career development ( Jasper, 2013 ). Its versatile characteristics enable its use in multiple disciplines. Potential applications include the following.

To implement the evaluation and explore phases effectively, organisations might allocate specific time for contemplation, foster an environment conducive to sharing experiences, and incorporate reflective practices into professional growth initiatives. Approaches could encompass the use of reflective diaries, participation in reciprocal feedback sessions, and the pursuit of guidance through mentorship or supervisory relationships.

To demonstrate the adaptability of the 5Es framework, its application across various domains is examined:

The 5Es Reflective Framework presents numerous benefits that render it an efficacious instrument for reflective practice:

The 5Es Reflective Framework possesses the capacity to profoundly impact both individuals and organisations by:

While the 5Es framework offers a thorough and valuable approach to reflective practice, there are areas in which it can be enhanced and expanded:

The 5Es Reflective Framework represents a significant advancement in the domain of reflective practice ( Bolton & Delderfield, 2018 ). This model introduces a more thorough and nuanced approach to examining experiences and enhancing professional conduct by explicitly acknowledging the critical role of expectations ( Loughran, 2002 ). Building on the strengths of existing models, the 5Es framework encourages practitioners to engage in a more profound exploration of their assumptions, critically evaluate their actions, and subsequently elevate the quality of their work ( York-Barr & Duke, 2004 ). This offers a holistic and insightful reflection method. The framework’s well-defined structure, action-oriented emphasis, and adaptability across various contexts make it an effective tool for professionals in numerous fields ( Day, 2001 ). With further refinement and validation, it has the potential to develop into a widely recognised and valuable resource for fostering reflective practice and promoting continuous learning and improvement ( Fullan, 2025 ). The capacity of the framework for broad implementation and impact is substantial. The 5Es framework, being a newly proposed model, currently lacks specific empirical support. However, the paper builds upon existing empirical evidence that highlights the advantages of reflective practice in general, as well as the theoretical foundations that underpin the 5Es framework (e.g., Dewey, Schön, Mezirow). Moving forward, researchers should prioritise empirically assessing the effectiveness of the 5Es framework in relation to other established models.

The 5Es Reflective Framework, comprising Expectation, Experience, Evaluation, Explore, and Execute, introduces an innovative approach to reflective practice. This model addresses a crucial gap in existing frameworks by explicitly acknowledging the often-overlooked element of “expectation”, thereby offering a more comprehensive and nuanced methodology for scrutinising experiences and enhancing professional practice ( Greenwood, 1993 ). By directly recognising the influence of expectations, it tackles a significant limitation in current models. Expanding upon the merits of existing frameworks, the 5Es model encourages practitioners to conduct a more thorough examination of their assumptions, critically assess their actions, and ultimately elevate the quality of their work ( Finlay, 2001 ). The framework’s lucid structure, action-oriented approach, and adaptability across diverse settings render it an invaluable tool for professionals in various fields ( Hargreaves, 2001 ). Its pragmatic nature and versatility establish it as a significant resource for practitioners across all disciplines. As the 5Es Reflective Framework undergoes further refinement and validation, it holds the potential to emerge as a widely acknowledged and efficacious instrument for cultivating reflective practice and promoting continuous learning and improvement ( Senge, 2006 ). By facilitating more profound reflection among individuals and organisations, the 5Es framework can contribute to enhanced self-awareness, improved decision-making processes, and increased professional effectiveness ( Barnett, 1994 ). Consequently, it possesses the capacity to exert a substantial influence on both personal and organisational development.