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Nursing education programs are experiencing many trends impacting the preparation of students including a nursing faculty shortage and a lack of quality clinical sites. In addition, literature is finding new nurse graduates unprepared when entering practice, lacking the required critical thinking, delegation, and prioritization skills necessary to provide safe care. Due to these findings, national nursing organizations and leaders are urging nursing education programs to implement solutions and reverse these trends to ensure students are prepared for demands of the current healthcare system. To improve the structure of clinical education in this country, gaining faculty perspectives regarding experiences while facilitating clinical learning is vital. Understanding the process utilized by faculty when facilitating learning in the acute care setting while using the traditional clinical model of instruction was the goal of this qualitative, grounded theory study. Semi-structured interviews and discussion of clinical documents were conducted with 14 faculty representing six bachelor in science of nursing programs across two Midwestern states. After performing coding procedures aligning with the constructivist grounded theory approach, The Flott Facilitation of Clinical Learning in Nursing Theory was developed. This theory clarified the process faculty utilize when facilitating clinical learning while identifying influencing factors impacting this process. In addition, this study determined that the ability for faculty to perform the role of clinical instruction and provide quality learning experiences often influenced satisfaction with the profession. Based on these findings, recommendations for practice and research brought about from this study could enhance nursing faculty retention and improve the preparation of nursing students. Ensuring solutions to influencing factors are developed while providing faculty an optimal environment and model to deliver clinical instruction can assist in reversing the preparation gap noted in new nurse graduates and allow faculty to provide quality clinical instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]