<![CDATA[Clinical learning among nursing professional students involves challenges related to anxiety, preceptor guidance, and clinical reasoning. A structured reflective approach is needed to support professional competence. Objective to explore clinical learning experiences and develop the Mini Clinical Reflective Conference (MCRC) to support nursing professional students’ clinical competence. Methods a qualitative Action Research study based on the Kemmis and McTaggart model was conducted in two cycles at Immanuel Hospital, Bandung, Indonesia. Participants comprised 13 nursing professional students and five clinical preceptors. Data were collected through focus group discussions, observations, clinical reflections, documentation, MCRC implementation records, and preceptor interviews. Data were analyzed using Braun and Clarke’s thematic analysis, supported by method and source triangulation. Results seven themes emerged. Cycle I identified adaptation to clinical practice, preceptor-supported learning, clinical independence and responsibility, and expectations for structured supervision. Cycle II identified confidence and clinical readiness, MCRC as a reflective learning medium, and competence development through clinical reasoning. Conclusion MCRC connects clinical experiences, reflection, feedback, clinical reasoning, and professional accountability. Its integration into clinical supervision may support clinical competence development among nursing professional students.]]>
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