The hidden curriculum in nursing education: a scoping study.

Area of Science:

• Nursing Education
• Hidden Curriculum Studies
• Professional Identity Development

Background:

• The hidden curriculum, comprising unintended lessons, shapes professional values and identity in nursing students.
• Academic nursing education has historically given limited attention to the hidden curriculum's influence.
• Understanding the hidden curriculum is crucial for preparing nurses for professional roles.

Purpose of the Study:

• To map the existing literature on the hidden curriculum within nursing education.
• To identify and categorize literature related to Hafferty's four areas of the hidden curriculum.
• To assess the scope and focus of research on the hidden curriculum in nursing.

Main Methods:

• A comprehensive scoping study was conducted.
• Searches were performed across major databases (MEDLINE/PubMed, Scopus, CINAHL, Cochrane Library) without restrictions.
• Study selection followed PRISMA guidelines, with data charted using analytical and narrative approaches.

Main Results:

• The review included 18 articles, with a significant portion published recently, predominantly qualitative research.
• All four of Hafferty's proposed areas (institutional policies, resource allocation, slang, evaluation) were identified in the literature.
• Institutional policies were the most frequently discussed aspect, often linked to negative outcomes of the hidden curriculum.

Conclusions:

• The hidden curriculum in nursing education is a significant, yet under-researched, area.
• The concept often extends beyond Hafferty's framework to include the informal curriculum.
• Current literature emphasizes negative consequences; future research should explore positive impacts to preserve professional values.