Feature ArticleThe Teaching-Coaching Role of the APNLink, Denise G. PhD, RNP, CNE, FNAPAuthor Information Clinical Practice and Community Partnerships, Arizona State University College of Nursing & Health Innovation, Phoenix. Corresponding Author: Denise G. Link, PhD, RNP, CNE, FNAP, 500 N, 3rd St, Ste 482A, Phoenix, AZ 85004 ([email protected]). Submitted for publication: February 5, 2009 Accepted for publication: June 1, 2009 The Journal of Perinatal & Neonatal Nursing: July 2009 - Volume 23 - Issue 3 - p 279-283 doi: 10.1097/JPN.0b013e3181b0b8d2 Buy Metrics Abstract The demand for well-educated and skilled healthcare providers has never been greater. As a result, enrollment is expanding in academic settings that prepare advanced practice nurses for primary care and acute care roles. The growth in programs has led to a corresponding increased demand for clinical mentors and preceptors. The preceptors and sites must meet standards established by the academic institution, advanced practice nurse certification organizations, and state legislatures. There are a number of issues that must be considered by both students and preceptors when negotiating a clinical experience—andragological, curricular, credentialing, and legal matters must be satisfied along with meeting the clinical hour requirements. Producing a quality healthcare professional requires cooperation among the academic institution, faculty, administration, community clinicians, healthcare facilities and their staff, the students themselves, and patients who are willing to allow a student to provide care for them under the supervision of a licensed professional/preceptor. © 2009 Lippincott Williams & Wilkins, Inc.