The purpose of this study was to develop and psychometrically test the Collaboration in the Clinical Learning Environment (CCLE) Tool. The researcher acknowledged two distinct populations that required input into this particular tool development: staff nurses who work on floors that are considered clinical learning environments for students, and the nursing faculty members who instruct the students. Both staff nurses and nursing faculty members have influence into student learning. The research followed the eight-step methodology for tool development as defined by DeVellis (2012). The researcher developed the "Conceptual Framework of Collaboration in the Clinical Learning Environment" (Figure 1) based on the literature review and used this framework as the basis of the instrument development. Although the conceptual framework guided the development of the study, the results and psychometric analyses of the data were based on psychometric analysis. The researcher used SPSS Version 23 for the psychometric analyses. Initial reliability testing was done on the 24-item CCLE, which confirmed a Cronbach's alpha of 0.97. Exploratory factor analysis (EFA) with principal component factor analysis (PCA) was done to examine the structure of the instrument. The PCA extracted three factors based on the eigenvalues and scree plot, accounting for 68% of the variance between the items. Factor 1, labeled the "Relational Domain," comprised 18 items and accounted for 57% of the variance. This was the largest factor. Factor 2, labeled "Values Domain" had 2 items, accounting for 6% of the variance. Factor 3, labeled "Conceptual Domain", was composed of four items and it accounted for 5% of the variance. Internal consistency reliability statistics were calculated, and two items from factor 1 were deleted based on unnecessary redundancy. The 22 item CCLE scale has a Cronbach's alpha of 0.96. Validity was supported through the content expert review, along with determination of concurrent validity. Five content experts, including three who have conducted research and published in the area of collaboration, and an additional two content experts, one a faculty member and the other a staff nurse, both of whom participate in clinical instruction, established content validity. The researcher calculated an overall CVI of .874. The Stichler CBS was distributed along with the CCLE to examine concurrent validity. After the development sample responded, the instruments were correlated to examine concurrent validity. The CCLE and the Stichler CBS showed a correlation of 0.76, which indicates the scales are positively correlated (Waltz, Strickland& Lenz, 2010). Implications for theory, nursing education and nursing practice are discussed. One of the functions of nursing research is to develop and test theory (Bunkers, 2012). In nursing, frameworks are often developed because they allow concepts from nursing theories to be successfully applied to nursing practice (Lancaster & Lancaster, 1981). Moving forward the researcher will continue to refine the framework and work towards theory development. The suggestion in nursing education that student outcomes may be improved by adjusting the clinical environment suggests that further research is necessary (Chan, 2002). The CCLE can be used as a method of evaluating already established as well as new learning environments, or as a means of comparing a dedicated education unit (DEU) and a traditional clinical learning environment. There are many implications for collaboration in nursing practice. Clear communication and positive working relationships have been documented as supporting high quality, safe care. Exposing students to collaboration and attempting to instill these key characteristics in nursing students while they are in school will be invaluable to their professional practice. There are several limitations to the study. Generalizability was limited by both the geographic scope and the participant demographics of the current study. Data were self-reported via online survey methodology. Finally, reliability and validity testing will need to be done after the initial study in order to perform additional analyses including confirmatory factor analysis. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]