The transcriptions were anonymized and coded where each participant was assigned pseudonym from S1 to S21. Clipboard, Search History, and several other advanced features are temporarily unavailable. AKH and AGG collected the data. Another subtheme that was prevalent as an internal driver for reflection on clinical experience revolves around the students strong desire to develop professionally into highly competent registered nurses. The feelings evoked by the encounter as well as a professional evaluation of the experience will be discussed. Practice Assessment Document (ePAD) system information for School of Nursing students, practice assessors, practice supervisors and academic assessors ePAD is for Nursing students. It is noteworthy that students did not see it as a problem to undertake a rotation at the end of their clinical placement. This study shows that the use of outpatient units for clinical placement in nursing studies faces several challenges. Data revealed that some of the students lacked comprehensive understanding about being part of this specific project, of the terms used and about the forms. Terms and Conditions, During the final 30min approximately, author2 left the room so that her presence did not hinder the informants from talking freely about their experiences. Informed consent was obtained from all subjects involved in the study. Nursing students' perceptions and experiences of - ScienceDirect 2002 Aug;25(3):35-42. doi: 10.4102/curationis.v25i3.784. An interview guide, with themes concerning the informants experiences with the forms unit-specific learning outcomes and targeted reflection in the outpatient unit, was used. The students expressed their urge to enhance their critical thinking, decision making and practical skills so that they evolve into highly competitive nurses in the labor market. https://doi.org/10.1186/s12912-016-0167-1, DOI: https://doi.org/10.1186/s12912-016-0167-1. One of the most essential elements of reflection practice, according to Lawrence et al. More focus on outpatient care has also led to fewer opportunities for studying the continuity of a patients life situation. Supporting student reflective practices through modelling-based learning as-signments. Consequently, if Dewey once defined learning as a pathway that consists of a mixture of encounters and reflection, one should now define learning as a procedure that consists of a mixture of experience, reflective thinking on encounter, and application of the findings in other scenarios [24]. This may agree with what Coyne and Needham [12] refer to as customizing learning needs. Findings also revealed that the forms guided the students attention from the technological devices towards the patients and their experiences, and also to the relationship between nurse and patient. Andersson EK, Willman A, Sjstrm-Strand A, Borglin G. Registered nurses descriptions of caring: a phenomenographic interview study. The methodology used in this research is predicated on Colaizzis phenomenological framework, which uses respondents viewpoints and observations to explain the phenomenon in question, culminating in the recognition of common attributes within the sample group rather than personal qualities [15]. Reid, (1993) describes reflection as a process of reviewing an experience of practice in order to describe, analyse, evaluate and so inform learning about practice. Assistance with this reflection is often found in student handbooks, as part of induction days, by allowing access to past students' successful reflective work and through stated sessions containing learning theories and styles, meta-cognition, self-analysis of strengths and weaknesses and the writing of personal statements (Helyer and Price .