Developing a measurement tool for evaluating the hidden curriculum in nursing education

Akçakoca, Berna; Orgun, Fatma

doi:10.1016/j.nedt.2020.104688

Cited by 17 publications

(12 citation statements)

References 9 publications

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“…A safe learning climate encompassing constructive relationships between nurses and nursing students is fundamental for developing students' professional identity (Fisher and Kiernan, 2019) and improving patient safety learning outcomes (Akçakoca and Orgun, 2021;Steven et al, 2014). Therefore, raising the awareness of practice and academic educators (mentors, tutors, and supervisors) regarding the influence and impact of emotional aspects of learning is crucial.…”

Section: Discussionmentioning

confidence: 99%

“…Nursing students are influenced both by time spent in class and by academic and practice staff, and other students (Eraut, 2000;Steven et al, 2014;Jackson and Steven, 2020). Thus, clinical practice becomes a place where learning occurs through a 'hidden curriculum' which is everything related to learning in an informal and unwritten way and may include accepted ways of doing, thinking, and speaking; traditions, opinions, practices, and values (Eraut, 2000;Akçakoca and Orgun, 2021). Nursing tutors and mentors become role models both for the positive and negative attitudes students observe in class and during clinical placements (Raso et al, 2019;Morey et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

A qualitative exploration of undergraduate nursing students' experience of emotional safety for learning during their clinical practice

Steven¹,

Rossi²,

Dasso³

et al. 2023

Nurse Education Today

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A qualitative exploration of undergraduate nursing students' experience of emotional safety for learning during their clinical practice

Steven¹,

Rossi²,

Dasso³

et al. 2023

Nurse Education Today

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“…This raises a red flag for nursing education as valuing FoC is essential to nursing and patient care (Jackson & Kozlowska, 2018). This also highlights the 'hidden curriculum'; the unwritten values student nurses acquire during their pre-registration education (Akçakoca & Orgun, 2021). MacMillan (2016) also suggests nurse teachers may unwittingly imply FoC are simple cares, easy to provide and not really within nursing's care remit, which further supports the hidden curriculum argument.…”

Section: Discussionmentioning

confidence: 96%

Fundamentals of care in pre-registration nursing curricula: Results of a national survey

Crossan¹,

Honey²,

Wearn³

et al. 2022

Nurs Prax ANZ

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The Fundamentals of Care is a conceptual framework, grounded on the nurse establishing a relationship with the patient to enable the integration of physical, psychological, and relational aspects of nursing to deliver essential patient care. There is an imperative on schools of nursing to teach and assess nursing students to achieve clinical competency. The Nursing Council of New Zealand provide schools of nursing with an educational framework to guide how nursing students are educated. However, curricular content specific to fundamentals of care (FoC) is minimally researched, making areas of strength or gaps in curricula unclear. This paper provides a national overview of undergraduate pre-registration nursing curricula in Aotearoa New Zealand exploring what and how schools of nursing teach and assess FoC. This was achieved using a cross-sectional descriptive survey. Survey responses were received from 17 course coordinators and involved completing an online anonymous questionnaire. Data was collected between July 2019 and February 2020 and analysed using descriptive statistics. Data analysis revealed variations in how FoC is taught and suggests that the FoC curriculum is non-standardised. Schools appear to design their own curricula and individually decide the educational approaches they use to teach and assess FoC. Furthermore, while mouth and general skin care are commonly featured across FoC teaching, there was a limited focus on eye and perineal care. This study highlights the variance in how FoC is taught and the non-standardised design approach used by schools of nursing in Aotearoa New Zealand. Knowing this, provides schools of nursing and the Nursing Council of New Zealand with an opportunity to discuss and potentially develop a national evidenced-based FoC education strategy. Collaborating with international nursing councils could enhance the development of such a strategy.

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“…The self‐designed questionnaire is based on relevant previous studies on the exploration of new teaching models and is adapted independently for this course, with 12 questions involving four dimensions, namely, satisfaction with the teaching environment and resources, the teaching process, learning gains and enhancement, and overall evaluation. The internal consistency reliability of the feedback questionnaire was analyzed using Cronbach's α coefficient 19 . All survey responses from students were submitted anonymously via Wenjuanxing, a platform with functions similar to Amazon Mechanical Turk.…”

Section: Methodsmentioning

confidence: 99%

“…The internal consistency reliability of the feedback questionnaire was analyzed using Cronbach's α coefficient. 19 All survey responses from students were submitted anonymously via Wenjuanxing, a platform with functions similar to Amazon Mechanical Turk.…”

Section: Evaluation Of Teaching Effectsmentioning

confidence: 99%

Application of online learning combined with case‐based discussion in oral medicine education

Yang

et al. 2022

Journal of Dental Education

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Background: During the past decades, the rapid development of modern teaching tools and methods has been observed, and the new teaching module constructed through digitization or networking has been widely used in the field of medical education. This study aimed to investigate the effectiveness and acceptability of the online learning combined with case-based discussion (CBD) approach in oral medicine education.Methods: Sixty senior students majoring in stomatology were randomly divided into two groups. One group (new module-based teaching group [NG], n = 30) watched an online teaching video and discussed clinical cases in groups. The control group (traditional lecture-based group [TG], n = 30) was assigned to the traditional lecture-based teaching. Subsequently, a theory assessment was conducted on the topics taught, and the scores of both groups were compared. Feedback about this teaching model was obtained from the NG. Results:The results showed that students in the NG had significantly better performance in terms of mastering professional knowledge than did students in the TG. Moreover, most students in the NG had a high degree of satisfaction with this new teaching method, as they agreed that it can mobilize their learning enthusiasm and promote their engagement, interaction, and cooperation in the learning of oral medicine. Conclusions:Our findings indicate the effectiveness and high satisfaction of CBD combined with online learning in the teaching of oral medicine. This study is expected to provide new ideas for improving the dental teaching quality.

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Developing a measurement tool for evaluating the hidden curriculum in nursing education

Cited by 17 publications

References 9 publications

A qualitative exploration of undergraduate nursing students' experience of emotional safety for learning during their clinical practice

A qualitative exploration of undergraduate nursing students' experience of emotional safety for learning during their clinical practice

Fundamentals of care in pre-registration nursing curricula: Results of a national survey

Application of online learning combined with case‐based discussion in oral medicine education

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