Perspectives of nursing and midwifery students regarding the role of the hidden curriculum in patient education: A qualitative study

Abstract

BACKGROUND:Although education is one of the most substantial needs of patients that should be taught by nurses and midwives, it is not clearly defined through the hidden curriculum in students’ teaching programs. The aim of this study was to explore the patient education through the hidden curriculum in the perspectives of nursing and midwifery students.MATERIALS AND METHODS:A qualitative, content analysis study was performed and twenty nursing and midwifery students were interviewed. Data were collected using face-to-face semi-structured interviews and analyzed using conventional content analysis approach.RESULTS:Students’ perception of the hidden curriculum in patient education emerged in three main themes concerning: (1) interactions, (2) teaching and learning opportunities, and (3) reflective evaluation.CONCLUSIONS:The hidden curriculum in patient education can be transferred as interactions between professors, students, nurses, doctors, and also patients who are rooted from paying attention to the human dimension of the patient, avoiding the materialistic treatment of the patient and treating the patient with dignity. Educational policies and students’ assignments should be designed based on the patient's educational goals and the goal of evaluation has to be presented to the students clearly.

Exploring the Experiences of Health Care Providers Regarding Their Perceived Abilities in Delivering Health Education: A Qualitative Study

“…Consistent with previous studies, communication with patients should be based on the demographic characteristics of the clients and not everyone should receive the same treatment (9,12). According to previous qualitative and quantitative studies, interventions are needed at multiple levels to address social and economic barriers (10,(13)(14)(15). The most effective intervention currently receiving particular attention in Iran's Health Care System is the education of indigenous forces for providing health services, because the health care providers are most similar to those in the region where health education services are provided in terms of socioeconomic characteristics.…”

“…Interest has an undeniable effect on the effort to improve health education services and becoming professional in this field. Interest in the academic field of study is one of the important and influential factors in becoming a professional in education and the formation of a professional commitment (14,18). A study on the barriers to achieving professional ethics showed that inappropriate attitude toward the aca-demic discipline leads to lack of motivation and interest (32).…”

“…Applying professional knowledge and skills in health education creates a sense of professional capabilities and excellence among health and treatment personnel. It is crucial to professional excellence and conversance that health and treatment personnel possess the professional knowledge and skills and know how to apply them effectively in health education in order to meet the needs of the clients (14). According to previous studies, the performance of health and treatment personnel in health education based on knowledge that originates from scientific interventions can increase the satisfaction obtained from health care (20,34).…”

“…According to previous studies, health care is a profession based on science and practice, and clinical internships play a major role in the development of health professionals' skills in the field of psychomotor learning goals. Clinical education enhances active learning and the socialization of the profession (14). Previous studies show that for some skills, which are less likely to be applicable in clinical settings, it would be better to use clinical workshops and medical moulage in order to achieve scientific and practical knowledge and the mastery to provide better services (23,36).…”

Experiences of the clinical learning environment in peer learning: A mixed method study from bachelor students’ and main preceptors’ perspectives

“…5,6 In nursing, peer learning can mean that two students at the same (or different) academic level, plan, carry out and evaluate nursing care together, under supervision. 7 This model places more of the responsibility to achieve a successful clinical learning on the students than on the preceptors, 6 since students are expected to actively participate as equals in reasoning about nursing and clinical learning. 8 The accumulated knowledge suggests that students in peer learning gain greater confidence and independence in learning, acquire a higher level of personal and professional skills including empathy, communication, organization, leadership, decision-making, and teamwork skills compared with students supervised along traditional lines.…”