Nursing Students’ Viewpoints: Effect of Hidden Curriculum on Learning

Abstract   Introduction: The experiences of learners in the educational system are not just limited to the overt curriculum. Other factors also play a significant role in shaping student learning in the form of hidden curriculum. Students’ views on this issue can help design a suitable curriculum. Objectives: The purpose of this study was to determine the viewpoint of nursing students about the hidden curriculum on learning. Materials and Methods: This is a descriptive-analytic cross-sectional study. The sample size of this study comprised 300 nursing students of the Guilan University of Medical Sciences’ Faculty of Nursing (students of the 2nd to the 8th semesters) who were selected using the random sampling method. The research instrument included a researcher-made questionnaire consisting of two parts of the socio-demographic characteristics and 34 statements about students’ views regarding the effect of hidden curriculum on learning. Data analysis was performed using descriptive statistics and the binomial test. Results: The results of this study on the effect of the hidden curriculum on learning showed that the subjects agreed on the impact of the program in 25 statements (P=0.038) and selected disagreement options only in nine statements. According to responses of the research subjects, the reasons why the hidden curriculum was effective on learning based on students’ viewpoints are: Good student-professor relationship (88%), a chance to interact with experienced professors (82%), student humiliation (80%), equipping classes with up-to-date electronic teaching aids (80%) and attention to the peer group as a model of behavior (53%). Conclusion: The findings of this study confirm the profound effect of the hidden curriculum on learning. Considering the importance of the formal curriculum, more attention to the hidden curriculum can boost knowledge among students.