May-June 2018, Volume 13, Issue 2 DOI: 10.21859/ijnr-130212 Iranian Journal of Nursing Research (IJNR) Original Article Clinical Faculty Member, as a Challenging Opportunity in Nursing Education: Designing a Perspective Ali Tajabadi 1 , Zohreh Vanaki 2 , Mir Hossein Aghaei 3 , Mostafa Roshanzadeh 3,* 1 Instructor, Department of Nursing, Faculty of Paramedical, Sabzevar University of Medical Sciences, Sabzevar, Iran 2 Associate Professor, Department of Nursing, Faculty of Medicine, Tarbiat Modares University, Tehran, Iran 3 PhD Student, Department of Nursing, Faculty of Medicine, Tarbiat Modares University, Tehran, Iran * Corresponding author: Mostafa Roshanzadeh, PhD Student, Department of Nursing, Faculty of Medicine, Tarbiat Modares University, Tehran, Iran. E-mail: Mroshanzadeh62@gmail.com Received: 31 Dec 2017 Accepted: 04 Feb 2018 © 2018 Iranian Nursing Scientific Association (INA) Abstract Promotion of nursing clinical education requires an effective measure with high quality. In this regard, clinical faculty plans are needed to solve the challenge between the theory and the clinical course. A review of this area suggests the uncertain effects of this plan in addressing the challenges posed by clinical nursing education. On one hand, the presence of nursing professors as a faculty member in the role of formal clinical environments will cause the clinical environment to deal with less problems and, on the other hand, there are many uncertainties regarding the clinical responsibilities of these individuals. Therefore, this article intended to present some of the problems of existing clinical education, examining the advantages, and disadvantages of the subjects of clinical faculty in the form of a perspective. Keywords: Clinical Faculty, Clinical Education, Nursing Education, Theoretical and Practical Training Gap