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Writing activities and the hidden curriculum in nursing education
Kim M Mitchell1,2, Diana E McMillan2,3, Michelle M Lobchuk2
1Nursing Department, Red River College, Winnipeg, MB, Canada.
Nursing Inquiry
|February 26, 2021
Summary
Nursing education
Area of Science:
- Nursing Education
- Educational Psychology
- Sociology of Education
Background:
- Nursing programs balance holistic values with metric-driven pedagogy.
- Educational contexts, including hidden curricula, significantly shape student experiences.
- Activity theory provides a framework for understanding complex educational interactions.
Purpose of the Study:
- To explore how nursing educational contexts impact student writing activities.
- To analyze the influence of hidden curricula on nursing students' writing practices.
- To understand student strategies for navigating writing assignments within rigid academic structures.
Main Methods:
- Interpretive approach analyzing interviews with 20 nursing students.
- Qualitative data analyzed through the lens of activity theory.
- Focus on student perceptions of writing contexts and instructor expectations.
Main Results:
- Students focused on "figuring out" instructors rather than writing itself.
- Behavioral "code-switching" was employed to maximize grades.
- Rigid instructional practices reinforced social inequalities for minority students.
- Hidden curriculum messages suggested academic success was achievable regardless of writing authenticity.
Conclusions:
- Faculty can mitigate hidden curriculum effects by fostering choice and independent thought.
- Acknowledging power dynamics in nursing discourse can reduce student pressure.
- A more flexible learning environment is needed to support authentic student writing.
- Addressing hidden curriculum impacts is crucial for equitable nursing education.
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