The students reported that when they were exposed to different methods of carrying out clinical procedures, they became confused. A condition that triggered confusion between different methods in our participants was the gap between theory and practice. To facilitate the development of skills in students, clinical environments should have the chance to view and translate theoretical knowledge.33 Such environments facilitate clinical learning.8 But as shown in various studies, observation of differences between procedures done in hospitals and academic teachings creates confusion,34,35 discouragement,8 stress, and even a desire to quit the educational program.36 Moreover students had enormous difficulty with different methods that were taught by different clinical educators. This made them confused and unsecured. According to the literature,7,29,37,38 novice students tend to harmony and security of learning by one method, and by obtaining more experience and confidence, they desire getting to know different methods of different trainers. Thus, junior students or those who have newly entered a new clinical ward will benefit from having a permanent trainer. Also, a single trainer will be better able to assess students' clinical development and organize useful clinical experience. In addition, one-to-one interactions usually facilitate a supportive relationship.