Respond to the post below by : Ask a probing question, substantiated with additional background information, evidence, or research. Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives. Amy's Post: The Mentorship provided by the clinical preceptor is critical to student success. The facilitating socialization into the nursing profession and the sharing of clinical knowledge and expertise can create a unique clinical learning environment that supports the development of confidence and competence in clinical practice (Jukkala, Greenwood, Motes & Block, 2013).  Knowledge is gained to assess the microsystem, such as employee, patient satisfaction, leadership, communications, and conflict management (Jukkala, Greenwood, Motes & Block, 2013).   The mentor supports the student's leadership development by role modeling, jointly working on projects, providing opportunities to lead change, promoting succession planning, and building organizations (Diana & Wilson 2019).  The big obstacle COVID-19 has an enormous impact on higher education. Colleges of nursing have faced unique challenges in both prelicensure and graduate programs. Nursing administration students need experiential learning in a clinical setting to prepare them for their professional role and possible advancement (Jones, Hein & James, 2020). In response to the pandemic and prioritizing staff, patients, and students' health and safety, many clinical sites were closed. They recognize the disruption that this was causing nationwide. Students are using zoom meetings, telephone calls to interact with their preceptors, increased academic papers, and discussion boards. With collaboration during a crisis, graduate education for future nurse leaders can successfully be modified while still meeting student needs and maintaining high educational standards (Jones, Hein & James, 2020).         Diana, M. D., & Willson, P. (2019). Triad mentoring model: Framing an Academic–Clinical partnership practicum. Journal of Nursing Education, 58(8), 463-467. doi:http://dx.doi.org.ezp.waldenulibrary.org/10.3928/01484834-20190719-05 Jones, K., Hein, L. C., & James, L. (2020). A Nursing Leadership Practicum in the Time of COVID19:: A Southeastern University Experience. Nurse Leader. https://doi-org.ezp.waldenulibrary.org/10.1016/j.mnl.2020.06.010 Jukkala, Greenwood, Motes & Block, 2013,.Creating Innovative Clinical Nurse Leader Practicum Experiences Through Academic and Practice Partnerships. Nursing Education Perspectives (National League for Nursing), 34(3), 186–191. https://doi-org.ezp.waldenulibrary.org/10.1097/00024776-201305000-00011