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Hybrid-Theory Innovative Clinical Teaching Strategy: A Transformative Approach to Nursing Education
LaTashia Kiel1, Danica Sumpter
1About the Authors LaTashia Kiel, DNP, APRN, was clinical assistant professor at The University of Texas at Austin School of Nursing, Austin, Texas. She is now employed by the Modern Heart and Vascular Institute, Humble, Texas. Danica Sumpter, PhD, RN, is a clinical associate professor, The University of Texas at Austin School of Nursing. For more information, contact Dr. Kiel at latashia.kiel@utexas.edu or latashia02@yahoo.com .
Abstract:
This article introduces the Hybrid-Theory Innovative Clinical Teaching Strategy (HICTS) as a response to the challenges faced by nurse faculty in clinical education. With a shortage of clinical placements, preceptors, and evolving certification demands, faculty creativity is vital. HICTS integrates several learning theories to provide a transformative educational approach. Through shadowing and reflecting on faculty and peer actions, learners gain confidence and improved clinical reasoning. HICTS benefits faculty by reducing workload pressures and allowing personalized support. Further research is needed to determine the optimal use of HICTS and measure its impact on learner outcomes.
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