The purpose of this paper is to apply Walker and Avant's (2011) method of concept analysis to develop a definition of presence to help identify the importance of faculty presence to nursing students in improving student motivation and learning. The concept of presence is complex, difficult to define and fragmented. Presence is often confused with other concepts such as caring, empathy, support and nurturing which adds to the difficulty of defining presence. The concept of presence can also be applied when describing the relationship between nursing faculty and their students. The concept of presence was chosen to explore students' perceptions of faculty presence in terms of enhancing student motivation and learning. While numerous research studies on nursing presence can be found, very few studies focusing on presence related to faculty/teacher presence were discovered. A pattern of three attributes emerged related to the characteristics of the concept of presence: attentiveness, listening and connectedness. Antecedents included a conducive and encouraging environment, adequate time, communication skills and faculty self-awareness. Consequences of presence appeared to be related to relationships, rewards and encouragement. Through this concept analysis, presence has been defined as a reciprocal exchange between the faculty member and the student that involves a sincere connection through active listening and attentiveness to improve student learning and motivation. Due to the substantial benefits of both the educator and the student, a greater understanding and knowledge on this concept is suggested.