The Importance of Clinical and Classroom Skills When I first thought about nursing as my profession, I knew it would not be an easy task. Becoming a nurse means you must retain all the knowledge you learned during the two and a half years of nursing school to diagnose a patient, reveal symptoms, and ultimately heal the patient. Over the years, I have seen many people struggle as nurses in hospitals and nursing students while in the nursing program. I know from past experience that I don't want a nurse who is unsure of the diagnosis or procedure they will perform. The final question is how should nursing programs train students to become nurses so that classroom skills can be defined as lectures by professors, reading textbooks, and testing what they have learned. Everything a student learns in nursing does not need to be stored in the back of the brain. Information learned in nursing will appear in real-life situations, so it is important that a student understands the information, but can also use it in real-life situations. After a student has excelled at a concept, he or she must be able to practice on a mannequin. Both Coyle and Mitchell described that the key is trial and error (Coyle and Mitchell). However, Coyle stated in his article that there is a difference in error when referring to real-life situations, which he describes flying an airplane (Coyle, 2009, p.23-24). This would be an example of a nurse trying to start an IV on a patient, continuously blowing the patient's veins until the arm has no more veins to lance and the arm has been released. Coyle believed that it was necessary to make the task more difficult when practicing it (Coyle, 2009). Coyle also said that you always need to work on your ability to do something and have supervision because this makes you want to push yourself more (Coyle, 2009). For example, when a nursing student is trying to find a vein to start an IV, the nurse is supervising the student. After multiple times of assistance from the nurse, the student will be able to choose a perfect vein to start an IV. Mitchell disagrees with Coyle because he thinks students do not need to be constantly supervised (Mitchell, 2006). When a student enters the clinical setting, the nursing student does not liberate themselves. The student is learning how to interact with patients, learning what to do in certain situations, and realizing what the student needs to work on. A nursing student should not go through three years of nursing school without clinical practice. The skills learned by the nursing student in the first year may have been forgotten. This shows Coyle's theory that deep practice must be a great skill to excel at a task (Coyle, 2009). A nursing program needs to implement clinical setting skills for nursing students so they can have an idea of ​​what it will be like when they get there