Influential factors on learning through the hidden curriculum in the perspective of undergraduate baccalaureate nursing students

INTRODUCTION Nursing curriculum is not always overt; it can also exist covertly in the form of a hidden curriculum. This study aims to explain the factors influencing learning through the hidden curriculum in the perspective of undergraduate baccalaureate nursing students. METHODS This qualitative study was conducted through purposeful sampling strategy on 24 undergraduate baccalaureate nursing students studying in the first to the fourth years of their education. The data were collected using semi-structured interviews and this process continued until data saturation and categories' emergence. Inductive content analysis was used for data analysis. RESULTS Professional promotion as a learning factor, impact of personal characteristics on learning, educator's behavior as a learning stimulus, and feedback as a learning stimulus are the main categories emerged in this study; some of them included sub-categories as well. CONCLUSION Professional promotion, personal characteristics, educator's behavior and feedback were the main influencing factors on learning through the hidden curriculum in undergraduate baccalaureate nursing students. The findings of this study can be used for developing strategies to promote nursing education and as a result patient care. Further studies are recommended to identify other factors.