Hemşirelik Öğrencileri Fakültelerindeki Örtük Müfredatı Değerlendiriyor: Kesitsel Bir Çalışma

Year 2025,

Sultan Türkmen , Tufan Aslı Sezer

https://doi.org/10.17049/jnursology.1418510

Abstract

Amaç: Bu çalışmanın amacı, hemşirelik öğrencilerinin fakültelerindeki örtük müfredatı nasıl değerlendirdiklerini belirlemektir.

Yöntemler: Çalışma tanımlayıcı ve kesitsel bir tasarımdır. Çalışmanın evreni, 2021-2022 eğitim-öğretim yılı güz ve bahar dönemlerinde bir üniversitenin hemşirelik fakültesinde öğrenim gören 1., 2., 3. ve 4. sınıf hemşirelik öğrencilerinden oluşmaktadır. Çalışmaya 288 öğrenci katıldı. Veriler “Genel Bilgi Formu” ve “Hemşirelik Eğitiminde Örtük Program Değerlendirme Ölçeği” kullanılarak çevrim içi olarak toplandı. Çalışmada veriler t testi ve tek yönlü varyans analizi ile değerlendirildi.

Bulgular: Çalışmada, öğrencilerin Hemşirelik Eğitiminde Örtük Program Değerlendirme Ölçeği toplam puan ortalaması 161,99 (±25,30) olarak belirlenmiştir. Ölçeğin alt boyutlarına ait puan ortalamaları ise okul iklimi için 71,01 (±12,32), mesleki kazanımlar için 48,75 (±11,09) ve öğrenci-öğretmen-okul etkileşimi için 42,23 (±8,38) olarak saptanmıştır. Öğrencilerin fakültelerindeki örtük müfredatı orta düzeyin üzerinde değerlendirdikleri ve örtük müfredat algılarının cinsiyete, yaşa, sınıf düzeyine, kariyer tercihlerine ve konuyla ilgili bilgi düzeyine göre farklılık gösterdiği belirlenmiştir.

Sonuç: Kurumların ve eğitimcilerin örtük müfredatın farkında olmaları ve mesleki değerlerin, normların ve davranışların oluşumunda rolüne dikkat etmeleri son derece önemlidir.

Keywords

Örtük program, hemşirelik eğitimi, hemşirelik öğrencisi, profesyonellik

Nursing Students Evaluate the Hidden Curriculum in Their Faculties: A Cross-Sectional Study

Abstract

Objective: The aim of this study is to determine how nursing students evaluate the hidden curriculum in their faculty.

Methods: The study has a descriptive and cross-sectional design. The population of the study consists of first, second, third, and fourth-year nursing students attending the fall and spring semesters of the 2021-2022 academic year at a university's nursing faculty. A total of 288 students participated in the study. The data were collected online by the “General Information Form”, “Hidden Curriculum Evaluation Scale in Nursing Education”. In the study, the data were evaluated with t test and one-way analysis of variance.

Results: In the study, the mean total score of the Hidden Curriculum Evaluation Scale in Nursing Education was determined to be 161.99 (±25.30). The mean scores for the sub-dimensions of the scale were 71.01 (±12.32) for school climate, 48.75 (±11.09) for professional attainments, and 42.23 (± 8.38) for student-teacher-school interaction. It was determined that students evaluated the hidden curriculum in their faculties at above a moderate level and that their perception of the hidden curriculum differed according to gender, age, grade level, career preferences and level of knowledge on the subject.

Conclusion: It is extremely important for institutions and educators to be aware of the hidden curriculum and to pay attention to the role of professional values, norms and behaviors.

Keywords

Hidden curriculum, nursing education, nursing student, professionalism

Ethical Statement

The ethical approval was received to evaluate the ethics of the research (Ankara University Ethics Committee Decision dated 25/10/2021 and numbered 16/178).. The research conforms to the provisions of the Declaration of Helsinki (as revised in Brazil 2013).

Thanks

The authors would like to acknowledge and thank all students who participated in the study.

References

• 1. Kim-Godwin YS, Baek HC, Wynd CA. Factors influencing professionalism in nursing among Korean American registered nurses. J Prof Nurs. 2010;26(4):242-249. https://doi.org/10.1016/j.profnurs.2009.12.007
• 2. Akçakoca B, Orgun F. Developing a measurement tool for evaluating the hidden curriculum in nursing education. Nurse Educ. Today. 2021;97,104688. https://doi.org/10.1016/j.nedt.2020.104688
• 3. MacMillan K. The hidden curriculum: What are we actually teaching about the fundamentals of care? Nurs Leadersh. 2016;29(1):37–46. doi: 10.12927/cjnl.2016.24644
• 4. Hafferty FW, O' Donnell JW. The hidden curriculum in health professional education, Hanover, NH: Dartmouth College Press, 2015. ISBN: 978-1-61168-659-6
• 5. Orgun F, Özkütük N, Akçakoca B. Investigation of student nurses' views on the hidden curriculum in their faculties. KED. 2019;27(3):1337-1345. https://doi.org/10.24106/kefdergi.3149
• 6. Hunter K, Cook C. Role-modelling and the hidden curriculum: new graduate nurses’ professional socialisation. J Clin Nurs. 2018;27(15–16):3157-3170. https://doi.org/10.1111/jocn.14510
• 7. Chen Y, Xu E, Zhou Z, Dai Y, Li X. Development and psychometric evaluation of the hidden curriculum assessment scale in nursing education: A validity and reliability study. Nurse Educ. Pract. 2024; 78. https://doi.org/10.1016/j.nepr.2024.104012
• 8. Almairi SOA, Sajid MR, Azouz R, Mohamed RR, Almairi M, Fadul T. Students' and Faculty Perspectives Toward the Role and Value of the Hidden Curriculum in Undergraduate Medical Education: a Qualitative Study from Saudi Arabia. Med Sci Educ. 2021;31(2):753-764. https://doi.org/10.1007/s40670-021-01247-5
• 9. Firouzbakht M, Sharif-Nia H, Nikpour M, Shirvani ZG. Hidden Curriculum Evaluation Scale in Nursing Education: Psychometrics properties of the Persian version. Teach Learn Nurs. 2024; 19(1):e70-e76. https://doi.org/10.1016/j.teln.2023.09.006
• 10. Karimi Z, Ashktorab T, Mohammadi E, Abedi HA. Using the hidden curriculum to teach professionalism in nursing students. Iran Red Crescent Med J. 2014;16(3):e15532. https://doi.org/10.5812/ircmj.15532
• 11. Eastwood GL. Ethical leadership in the hidden curriculum: What contribution would you like to make? Inter J Ethic Leadersh. 2021;8:65-72. https://scholarlycommons.law.case.edu/ijel/vol8/iss1/18
• 12. Mackin R, Baptiste S, Niec A, Kam, AJ. The hidden curriculum: A good thing? Cureus. 2019;11(12). e6305. https://doi.org/10.7759/cureus.6305
• 13. Tak AY, Ercan İ, Özçelik S, Güldoğan E, Kaya MO, Kalaycıoğlu O, Karadeniz PG. The effect of online education on hidden cirriculum during the Covid-19 pandemic in medical faculties. Res Sq. 2022. https://doi.org/10.21203/rs.3.rs-2308976/v1
• 14. Kelly SH. The hidden curriculum: Undergraduate nursing students’ perspectives of socialization and professionalism. Nurs Ethics. 2020;27(5):1250–1260. https://doi.org/10.1177/0969733019881714
• 15. Sadeghi N, Azizi A, Tapak L, Oshvandi K. Relationship between nurses’ cultural competence and observance of ethical codes. Nurs Ethics. 2022;29(4):962-972. https://doi.org/10.1177/09697330211072365
• 16. Hosseini A, Ghasemi E, Nasrabadi AN, Sayadi N. Strategies to improve hidden curriculum in nursing and medical education: a scoping review. BMC Med Educ. 2023;23:658. https://doi.org/10.1186/s12909-023-04652-z
• 17. Phillips SP, Clarke M. More than an education: the hidden curriculum, professional attitudes and career choice. Med Educ. 2012;46(9):887–893. https://doi.org/10.1111/j.1365-2923.2012.04316.x
• 18. Raso A, Marchetti A, D’Angelo D, Albanesi B, Garrino L, Dimonte V, Piredda M, Marinis M. (2019). The hidden curriculum in nursing education: a scoping study. Med Educ. 2019;53(10):989–1002. https://doi.org/10.1111/medu.13911
• 19. Allan HT, Smith P, O’Driscoll M. Experiences of super numerary status and the hidden curriculum in nursing: A new twist in the theory–practice gap? J Clin Nurs. 2011;20(5-6):847–855. https://doi.org/10.1111/j.1365-2702.2010.03570.x
• 20. Abbaspour H, Moonaghi HK, Kareshki H, Esmaeili H. Positive consequences of the hidden curriculum in undergraduate nursing education: An integrative review.  Iran J Nurs Midwifery Res. 2022;27(3):169-180. https://doi.org/10.4103/ijnmr.ijnmr_325_21
• 21. Steven A, Rossi S, Dasso N, Napolitano F, Grosso A, Villa S, Aleo G, Catania G, Sasso L, Zanini M, Bagnasco A. A qualitative exploration of undergraduate nursing students' experience of emotional safety for learning during their clinical practice. Nurse Educ. Today. 2022;121:105673. https://doi.org/10.1016/j.nedt.2022.105673
• 22. Poorchangizi B, Borhani F, Abbaszadeh A, Mirzaee M, Farokhzadian J. Professional values of nurses and nursing students: A comparative study. BMC Med Educ. 2019;19(1):1-7. https://doi.org/10.1186/s12909-019-1878-2
• 23. Bandini J, Mitchell C, Epstein-Peterson ZD, Amobi A, Cahill J, Peteet J, Balboni T, Balboni MJ. Student and faculty reflections of the hidden curriculum: How does the hidden curriculum shape students’ medical training and professionalization? Am J Hosp Palliat Med. 2017;34(1):57-63. https://doi.org/10.1177/1049909115616359
• 24. Kavgaoğlu D, Fer S. (2020). Örtük program, resmi program ve okul dışı etmenlerin değerleri kazandırma etkililiğinin incelenmesi [analysis of hidden curriculum, school curricula and out-of-school-sources about gaining values]. Istanbul Gelisim Univ J Soc Sci. 2020;7(2):404-420. https://doi.org/10.17336/igusbd.450338
• 25. Fernandez-Feıto A, Basurto-Hoyuelos S, Palmeıro-Longo MR, Garcia-Dıaz V. Differences in professional values between nurses and nursing students: a gender perspective. Int Nurs Rev. 2019;66:577–589. https://doi.org/10.1111/inr.12543
• 26. McKinley J, Rose H. (Eds.). The routledge handbook of research methods in applied linguistics, Chapter 36, Qualitative content analysis (Selvi A.) (1st ed.). Routledge. 2019. https://doi.org/10.4324/9780367824471
• 27. Noruzi S, Bahrami-Eyvanaki Z, Tahrekhani M. Exploring the nursing students' experiences of the hidden curriculums on learning process: A qualitative study. J Med Edu Dev. 2022;16(4):285-295. https://doi.org/10.18502/jmed.v16i4.8579
• 28. Kiskaç N, Rashidi M, Karaman F. Positive results of the hidden program in the education of nursing students taking internal medicine course-A cross-sectional study. SSD Journal. 2023;8(38):158-165. https://doi.org/10.31567/ssd.937
• 29. Yanmis S, Ozcan S. Evaluation of effectiveness of the hidden curriculum in nursing students: East Turkey. Africa J Nurs Midwifery. 2021;23(1). https://doi.org/10.25159/2520-5293/7971
• 30. Şimşek HE, Aksoy M. Comparıson of the hıdden currıculum for nursıng educatıon of two dıfferent unıversıtıes ın the east and west of turkıye. J Inonu Unıv Health Serv Vocat School. 2024;12(2):389-399. https://doi.org/10.33715/inonusaglik.1378869
• 31. Loukas A. What Is School Climate? High-quality school climate is advantageous for all students and may be particularly beneficial for at-risk students. Leadership Compass. 2007;5(1):1-3. https://www.naesp.org/sites/default/files/resources/2/Leadership_Compass/2007/LC2007v5n1a4.pdf
• 32. Joynt G, Wong W, Ling L, Anna Lee A. Medical students and professionalism – Do the hidden curriculum and current role models fail our future doctors? Med. Teach. 2018;40(4):395-399. https://doi.org/10.1080/0142159x.2017.1408897
• 33. Jackson S, Steven A. Discourse tensions: professional socialisation into nursing within the university education system. Nurse Educ Today. 2020;91,104478. https://doi.org/10.1016/j.nedt.2020.104478
• 34. Murray M, Sundin D, Cope V. New graduate registered nurses' knowledge of patient safety and practice: A literature review. J Clin Nurs. 2018;27 (1–2):31-47. https://doi.org/10.1111/jocn.13785
• 35. Göçmen Baykara Z, Gündüz CS, Eyüboğlu G. Impact of nursing students' moral sensitivity on their levels of professional attitude. Cukurova Med J. 2019;44(3):712-722. https://doi.org/10.17826/cumj.484901
• 36. Cerit B, Temelli G. Examination of professional behaviors according to the gender and grade level in nursing students. J Health Nurs Manag. 2018;5(3):164-171. https://dx.doi.org/10.5222/SHYD.2018.164
• 37. Göktepe N, Sarıköse S. Same place but different experience: A qualitative study on gender and the nursing work environment. J Nurs Manag. 2022;30(7):3227-3235. https://doi.org/10.1111/jonm.13748
• 38. Jafree SR, Zakar R, Fischer F, Zakar MZ. Ethical violations in the clinical setting: the hidden curriculum learning experience of Pakistani nurses. BMC Med Ethics. 2015;16(1):1-11. https://doi.org/10.1186/s12910-015-0011-2
• 39. Çakar C, Selvi K. The definition, scope, and elements of the concept of the hidden curriculum. ICES UEBK. 2019; 28th International Conference on Educational Sciences (pp.259-261). Ankara, Turkey.
• 40. Stojanoska G, Trajkovska DA, Zhoglev Z. Hidden curriculum in the primary schools in the Republic of Macedonia: content analysis of the history textbooks. INTED2016 Proceedings. 2016;10:1610-1618. ISSN 2340-1079. https://doi.org/10.21125/inted.2016.1345
• 41. Nami Y, Marsooli H, Ashourim. Hidden curriculum effects on university students’ achievement. Procedia Soc Behav Sci. 2014;114:798-801. https://doi.org/10.1016/j.sbspro.2013.12.788
• 42. Saputra WNE, Supriyanto A, Astuti B, Ayriza Y, Adiputra S. The effect of student perception of negative school climate on poor academic performance of students in Indonesia. Int J Learn Teach Educ Res. 2020;19(2):279-291. https://doi.org/10.26803/ijlter.19.2.17
• 43. Cemalcilar Z. Schools as socialisation contexts: Understanding the impact of school climate factors on student’s sense of school belonging. Appl Psychol-Int Rev. 2010;59(2):243–272. https://doi.org/10.1111/j.1464-0597.2009.00389.x
• 44. El Zaatari W, Maalouf I. How the bronfenbrenner bio-ecological system theory explains the development of students’ sense of belonging to school? SAGE Open. 2022;12(4). https://doi.org/10.1177/21582440221134089
• 45. Min J, Kim H, Yoo J. Effects of self-esteem, problem solving ability, and professional nursing values on the career identity of nursing college students in South Korea: A cross-sectional study. Int. J. Environ. Res. Public Health. 2021;18:(8531). DOI: 10.3390/ijerph18168531 https://pubmed.ncbi.nlm.nih.gov/34444279/