Background: The persistent shortage of clinical nursing faculty has prompted nursing education programs to develop innovative strategies to recruit and prepare instructors effectively. In response, the University of Maryland School of Nursing (UMSON) partnered with the University of Maryland Medical System (UMMS) to develop a novel clinical education solution aimed at meeting increasing clinical placement needs for the school and recruitment and retention goals across the hospital system (Rowen, Howett, Embert, et al; 2023). The development of the Academy for Clinical Essentials, or ACE program, led to the creation of the ACE Liaison role to bridge the gap between traditional clinical instruction and this new model to directly address evolving needs in nursing education (NACNEP, 2021). Methods: Introduced in 2021, the ACE Liaison (AL) role is a reimagined role for experienced clinical instructors. Through the immersive experience of the ACE program, nursing students gain practical skills grounded in the reality of hospital nursing, enhancing their readiness for practice upon graduation. The ACE Liaison collaborates closely with multiple ACE clinical instructors to ensure students receive comprehensive clinical instruction, evaluation, and feedback, and provides an extra layer of support through performance improvement plans and remediation as needed. Als provide mentorship and training to novice instructors, focusing on orientation to the instructor role and development of teaching and evaluation skills. These additional layers of mentorship and instructional support facilitate student learning and the transformation into practice-ready nursing professionals. Results: This multifaceted approach enhances the transition from classroom to clinical settings and ensures comprehensive clinical instruction and directly addresses the need for rethinking traditional models of teaching and learning in the context of moving to a competency-based education model. Notably, this role offers valuable professional growth opportunities for ALs, fostering leadership development and expanding teaching and evaluation roles. Conclusion: This new and transformative role is an essential strategy to address challenges in nursing education and to advance practice readiness among nursing graduates, emphasizing the importance of innovative approaches to clinical instruction.