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Karimi Z, Ashktorab T, Mohammadi E, et al. Resources of learning through hidden curriculum: Iranian nursing students' perspective. J Educ Health Promot. 2015;4:57doi: 10.4103/2277-9531.162368.
Karimi, Z., Ashktorab, T., Mohammadi, E., Abedi, H., & Zarea, K. (2015). Resources of learning through hidden curriculum: Iranian nursing students' perspective. Journal of education and health promotion, 457. https://doi.org/10.4103/2277-9531.162368
Karimi, Zohreh, et al. "Resources of learning through hidden curriculum: Iranian nursing students' perspective." Journal of education and health promotion vol. 4 (2015): 57. doi: https://doi.org/10.4103/2277-9531.162368
Karimi Z, Ashktorab T, Mohammadi E, Abedi H, Zarea K. Resources of learning through hidden curriculum: Iranian nursing students' perspective. J Educ Health Promot. 2015 Aug 06;4:57. doi: 10.4103/2277-9531.162368. eCollection 2015. PMID: 26430684; PMCID: PMC4579768.
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J Educ Health Promot. 2015 Aug 06;4:57. doi: 10.4103/2277-9531.162368. eCollection 2015.

Resources of learning through hidden curriculum: Iranian nursing students' perspective.

Journal of education and health promotion

Zohreh Karimi, Tahereh Ashktorab, Eesa Mohammadi, Heidarali Abedi, Kourosh Zarea

Affiliations

  1. Department of Operating Room, School of Paramedicine, Yasuj University of Medical Sciences, Yasuj, Iran.
  2. Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
  3. Department of Nursing, School of Medical Sciences, Tarbiat Modares University, Tehran, Iran.
  4. School of Nursing and Midwifery, Islamic Azad University, Khorasgan Branch, Isfahan, Iran.
  5. Chronic Disease Care Research Center, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.

PMID: 26430684 PMCID: PMC4579768 DOI: 10.4103/2277-9531.162368

Abstract

BACKGROUND: Students tend to internalize and perpetuate the patterns of behavior and the values surrounding them. Review of literature showed that there are several student learning sources through the hidden curriculum, but they have not been identified in nursing yet. Hence, the purpose of this study is explanation of learning resources in the hidden curriculum in the view of baccalaureate nursing students.

MATERIALS AND METHODS: This qualitative study was carried out in 2012 with the participation of 32 baccalaureate nursing students in Nursing and Midwifery College of Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran by purposeful sampling strategies. Data were collected by semi-structured interviews and continued to the level of data saturation and themes' emergence. Data analysis was performed through inductive content analysis method.

RESULT: "Instructor as the unique learning element," "various learning resources in the clinical setting," and "instructive nature of the education environment" were extracted as the main themes, each of which incorporated some categories.

CONCLUSION: Baccalaureate undergraduate nursing students learnt the hidden curriculum by the resources such as instructors, resources existing in the clinical setting, and the university campus. Therefore, more research is recommended for the identification of other resources. In order to promote positive messages and reduce the negative messages of the hidden curricula running at academic and clinical settings, nursing educators and nurses need to learn more about this issue in the nursing profession.

Keywords: Baccalaureate nursing students; hidden curriculum; nursing education; qualitative study; resources of learning

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