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.