Author/Authors :
Karimi، Zohreh نويسنده , , Ashktorab، Tahereh نويسنده Faculty of Nursing and Midwifery, Shahid Beheshti University of medical sciences, Tehran , , Mohammadi، Eesa نويسنده Tarbiat Modarres University of Medical Sciences, Tehran , , ABEDI، HEIDARALI نويسنده Department of Nursing, Nursing & Midwifery School, Khorasgan (Isfahan) Branch, Islamic Azad University, Isfahan, Iran ,
Abstract :
Introduction: Nursing curriculum is not always overt; it can also exist covertly
in the form of a hidden curriculum. This study aims to explain the factors
influencing learning through the hidden curriculum in the perspective of
undergraduate baccalaureate nursing students.
Method: This qualitative study was conducted through purposeful sampling
strategy on 24 undergraduate baccalaureate nursing students studying in the
first to the fourth years of their education. The data were collected using semistructured
interviews and this process continued until data saturation and
categories’ emergence. Inductive content analysis was used for data analysis.
Results: Professional promotion as a learning factor, impact of personal
characteristics on learning, educator’s behavior as a learning stimulus, and
feedback as a learning stimulus are the main categories emerged in this study;
some of them included sub-categories as well.
Conclusion: Professional promotion, personal characteristics, educator’s
behavior and feedback were the main influencing factors on learning through
the hidden curriculum in undergraduate baccalaureate nursing students. The
findings of this study can be used for developing strategies to promote nursing
education and as a result patient care. Further studies are recommended to
identify other factors.
