With the patient population changing and new heath care systems becoming more complex, academic nursing programs are challenged to produce a more highly-skilled, independent critical thinker who can communicate professionally, problem-solve, and provide safe patient care to patients, families and communities across the lifespan. A growing trend for academic nursing programs is to adopt a concept-based, rather than the traditional systems-based, approach to nursing education. Although the literature explains the need to teach conceptually and how to implement a concept-based curriculum didactically, there is little information about providing clinical instruction in a concept-based manner. The purpose of this qualitative descriptive study will be to explore the transition process that clinical faculty experienced when changing from a traditional systems-based curricular approach to a concept-based approach. Findings may stimulate conversation regarding the faculty transition process following curricular change, identify where faculty resources may facilitate transition, and offer suggestions on how to sustain a concept-based curriculum as it relates to clinical education. [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.]