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Reflective Study: Issues and Trends in Nursing

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Reflective Study: Issues and Trends in Nursing
AKNOWLEDGEMENT

During the reflective study, there a lot of partier giving helpful hand to make and finish my reflective study. Therefore, it will be unfair if I put a side their contribution rather. Firstly, the special thank goes to my helpful Staff Nurse Suhaini. The supervision and support that he gave truly help the progression and smoothness of the internship program. Also thanks for your skill and knowledge that you have thought me in the progress of completing my research. The skills and knowledge’s that you have thought that helps me to cope this nurse must have strength. The co-operation is much indeed appreciated.
My grateful thanks also go to all that involved directly or indirectly. A big contribution and hard worked from them of you during two weeks is very great indeed. All projects during the programwould be nothing without the enthusiasm and imagination from them. Besides, this internship program makes me realized the value of working together as a team and as a new experience in working environment, which challenges us every minute. Not forget, great appreciation go to the rest of P.R.H WAN NONG staff that help from time to time during the project. The whole program really brought us together to appreciate the true value of friendship and respect of each other. Great deals appreciated go to the contribution of my college- Masterskill College Health Sciences . I am also like to thankful the clinical unit posting department because send me go to the posting area. Not forget to my patient that in helping me complete this research. I am so happy and thankful to god because I can finish fully my research.

REFLECTIVE STUDY

Reflective study is the capacity to reflect on action so as to engage in a process of continuous learning, which according to the originator of the term, is “one of the defining characteristics of professional practice.”
According to one definition it involves “paying critical attention to the practical values and



References: 1. Dunn SV, Burnett P. The development of a clinical learning environment scale. Journal of Advanced Nursing. 1995;22:1166–1173. 2. Lindop E. Factors associated with student and pupil nurse wastage. Journal of Advanced Nursing. 1987;12:751–756. 3. Beck D, Srivastava R. Perceived level and source of stress in baccalaureate nursing students. Journal of Nursing Education. 1991;30:127–132. 4. Hart G, Rotem A. The best and the worst: Students ' experience of clinical education. The Australian Journal of Advanced Nursing. 1994;11:26–33. 5. Sheila Sh, Huey-Shyon L, Shiowli H. Perceived stress and physio-psycho-social status of nursing students during their initial period of clinical practice. International Journal of Nursing Studies. 2002;39:165–175. doi: 10.1016/S0020-7489(01)00016- 6. Johnson J. Reducing distress in first level and student nurses. Journal of Advanced Nursing. 2000;32:66–74. doi: 10.1046/j.1365-2648.2000.01421.x 7. Admi H. Nursing students ' stress during the initial clinical experience. Journal of Nursing Education. 1997;36:323–327 8. Blainey GC. Anxiety in the undergraduate medical-surgical clinical student. Journal of Nursing Education. 1980;19:33–36.Wong J, Wong S. Towards effective clinical teaching in nursing. Journal of Advanced Nursing. 1987;12:505–513. 9. Windsor A. Nursing students ' perceptions of clinical experience. Journal of Nursing Education. 1987;26:150–154.

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