Clinical competency for prelicensure nursing students is largely demonstrated within the clinical environment and evaluated by the clinical instructor. Constructive feedback on clinical performance is essential to students' mastery of skills and critical thinking development. Formative feedback provides students the opportunity to self-reflect and ensures transparency between the student and the clinical instructor. The teaching activity of providing weekly written and verbal evaluations on student performance would close the feedback loop, allowing the opportunity to discuss any concerns raised by the student or instructor before signing the evaluation document. The aim of this activity is to promote the development of accountability and professionalism for both parties. Weekly written and verbal formative feedback provides a framework for honing communication and conflict-resolution skills. In addition, students learn to be receptive to and seek out feedback promoting their development of professionalism. Furthermore, students must be encouraged to provide peer feedback to develop their leadership potential and create a milieu of clinical trust. Addressing and documenting opportunities for growth noted during the clinical day places the accountability for professional growth and development on the student. Providing students with frequent and early opportunities to remediate and develop the core tenets of the nursing profession should be considered the gold standard.