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  • Evidence for contemporary nursing education: the impact of hidden curricula on the development of identity and professionalisation in undergraduate nursing education

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Evidence for nurse education
Evidence for contemporary nursing education: the impact of hidden curricula on the development of identity and professionalisation in undergraduate nursing education
  1. Rachel Stalley
  1. Faculty of Health Studies, School of Nursing and Healthcare Leadership, University of Bradford, Bradford, UK
  1. Correspondence to Rachel Stalley; r.stalley{at}bradford.ac.uk

https://doi.org/10.1136/ebnurs-2024-104182

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    This is an education commentary on Chen, Y., Xu, E., Zhou, Z., Dai, Y., & Li, X. (2024). Development and psychometric evaluation of the hidden curriculum assessment scale in nursing education: A validity and reliability study. Nurse Education in Practice, 78, 104012. https://doi.org/10.1016/i.nper.2024.104012

    Context

    Formal curricula are designed to provide nursing students with the intellectual development of knowledge and proficiencies that lead to registration as nurses. During nursing education, learners attain unintended learning outcomes, often transmitted consciously or unconsciously1—this is referred to as ‘hidden curricula’. Elements of a hidden curriculum can include the development of ethics, values and emotional intelligence, as well as nursing socialisation and the development of professionalisation. Some studies suggest that hidden curriculum compensates for gaps in formal curricula relating to self-efficacy and humanistic care skills. This study by Chen et al 2 seeks to define and assess hidden curriculum in undergraduate nurse education.

    Methods

    The aim of this study1 was to create and validate a tool to assess hidden curriculum in undergraduate nurse education, which used a three-stage process. Stages 1 and 2 were used to formulate the Hidden Curriculum Assessment Scale in Nurse …

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    Footnotes

    • Correction notice This article has been corrected since it was first published online. The title has been updated to: 'Evidence for contemporary nursing education: the impact of hidden curricula on the development of identity and professionalisation in undergraduate nursing education.'

    • Funding The author has not declared a specific grant for this research from any funding agency in the public, commercial or not-for-profit sectors.

    • Competing interests None declared.

    • Provenance and peer review Not commissioned; internally peer reviewed.