Delegation is a task that is necessary throughout the entire hospital setting on a daily basis. Delegation has been defined as the ability to allocate to another individual the completion of a task or service usually provided by oneself in the scope of routine practice. It is impossible for one nurse to perform every single task for their patients throughout the day, this is where delegation comes into play. When delegating a task to another employee the nurse relinquishes the responsibility of performing the task but retains the accountability for a safe outcome from completion of the task. Factors that affect successful delegation are communication and relationship with staff, nursing assistant competence, knowledge, attitude, and workload (Lekan, 2011, p. 202). These skills are not only the foundation for successful delegation but also for becoming an exceptional leader. Team members are more willing to perform tasks at the best of their abilities for their leader if there is a relationship connecting one another. Continuous communication between the delegator and delegatee allows the task to be delivered and for any questions for completion of the task to be asked and answered. In a study performed by Deborah Lekan many nursing students were found to not have been taught enough about delegation to be effective when they graduate (2011, p. 202). Since this skill is so important for nurses to be efficient in, nursing schools need to prepare graduate nurses properly for the future. Students voiced their concern over the fear of accountability when delegating which was not given attention to in previous clinicals (Lekan, 2011, p. 211). Lekan talks about the Clinical Leadership Education Innovation model (CLEI) which uses online, classroom and clinical teaching to develop leadership skills. The CLEI model uses “(a) preclinical preparation, (b) class session where faculty demonstrate the use of leadership strategies in bedside clinical teaching, (c) an 8-hour clinical rotation in which each student implements a teaching plan for an evidence-based care practice with the CAN of his or her assigned patient, and (d) a post clinical reflection journal” (Lekan, 2011, p. 204). The study showed that this model allowed for students to practice their leadership and delegation skills in a real clinical setting rather than with their peers in a classroom. Knowledge from this article has made me more aware of the reasons behind some of the paperwork and tasks we are assigned for clinicals. It has showed me that the reflections we write at the end of the clinical day are not just for the teacher to read what we did during the day, but for us to reflect on what we did and how we can be better. I am going to use this in my practice every day after clinicals and even after I graduate. I want to be a nurse that is constantly growing and striving to become better. Growth can only happen after a person has sat down and reflected on what they wish to do better and how to do it better. I am really glad I came across this article because after reading it I have reflected on my own clinical experiences in a way that I had never done before. This article also made me realize that the skills to be efficient at delegation do not appear after graduation and are not learned unless they are continuously practiced. I will go into every clinical day and shift at the hospital (after I graduate) with an intention to practice my delegation and leadership skills.