Factors Associated with Hidden Curriculum Perceptions in Nursing Education: A Cross-Sectional Study

Doğan P., Tarhan M., Kürklü A.

Journal of education and research in nursing (Online), cilt.22, sa.1, ss.19-23, 2025 (TRDizin)

Özet

Background: The hidden curriculum is unintentional learning outcomes during the educational process. Identifying positive and negative effects is essential. Institutions have their hidden curriculum, and educators should approach it with curiosity.

Aim: This study aimed to determine perceptions of the hidden curriculum in nursing education and associated factors among nursing students.

Methods: This descriptive cross-sectional study was conducted with 658 nursing students registered at a university in Istanbul, Türkiye. Data was collected with Personal Information Form and The Hidden Curriculum Assessment Scale in Nursing Education. Descriptive methods, univariate linear regression, and multiple linear regression were used for data analysis. An ethics committee approved this study.

Results: The mean age of students was 20.25 years (SD=1.59) and 36.7% registered in the fifth semester. Hidden curriculum perceptions in nursing education were moderate with a mean score of 147.34±21.59. Multiple regression analysis showed that nursing students with positive perceptions of education satisfaction (B = 1.988; p=0.000) and education quality (B = 4.270; p=0.000) were more likely to have higher hidden curriculum perceptions in nursing education. The explanatory power of the regression model was statistically significant at 29.9%.

Conclusions: This study suggests satisfying, quality learning environments can support students using the hidden curriculum in nursing education.