My experience with handling a difficult learning situation in the clinical area is when my student had a needle prick injury in the middle of the shift after he removed the lancet from the pricker to discard it. Like what we usually do before bringing students into the clinical area is having an orientation, which usually includes the services of the ward, cases admitted, physical setup, organizational structure, and common nursing procedures and activities. Safety is my top priority during RLE, the safety of the patient and of the student aside from my license at stake. As what we always emphasize during orientations is to avoid needle stick injuries and punctures. I reminded my students to perform activities involving the use and handling of sharps and needles cautiously. However, the incident happened while I was near him and facilitating one of his classmates in the medication area as he was also discarding the materials he used in CBG. He immediately informed me that he had a needle-stick accident. Upon knowing, I was put under pressure to manage my student who had the injury and the supervision of the remaining students in the ward since I needed to facilitate the student with the protocol of the institution in compliance and adherence to infection control of needle-stick injury. From informing the staff, clinical director, and student’s parents; reporting to the Infection Control Committee; completing the Incident Report with both the student and the ward nurses; accompanying the student to the OPD, obtaining the chart/face sheet, referral to ER, assessment and intake from the physician, laboratory exam and screening test, getting and administering the medicines and vaccines; and waiting for the student’s family to fetch him after, I stay with the student beyond the clinical duty hours to monitor and properly communicate with his parents about the incident. The 9 remaining students in the ward were endorsed to the nurse supervisor and shortened their time of exposure considering the limited staff nurses to precept, and we do not have preceptorship. The other students were dismissed earlier and were given an SDL for completion of their requirements in order not to fully compromise their learning opportunity shortened by the said incident. I felt exhausted at the end of that day due to the series of processes my student needed to undergo to avoid complication and risk of cross-infection. The following day, I met with the group for feedback, debriefing, and reflection regarding the incident that happened and the ways forward to develop and learn from that experience. As a faculty member, my role was not merely defined in the classroom and RLE areas; we need to go the extra mile for our students for their best interest, growth, and welfare. To show them our genuine concern despite the incident, choose our emotion and composure to handle the situation smoothly and carefully. Having another plan to transition the flow of the activities in case there will be an unavoidable incident happening, we can assure the quality, standards, and learning outcomes of the day will be met by the student.