The relationship between the hidden curriculum and fourth-year nursing students' career plans, professional values,...

This cross-sectional correlational study investigated the relationship between a hidden curriculum and fourth-year nursing students' career plans, professional values, and professional readiness.

The hidden nursing education curriculum can influence professional outcomes. While nursing curriculum is designed to prepare students to become proficient nurses, the hidden curriculum is linked to unintended learning outcomes.

A cross-sectional correlational design.

The study sample consisted of 103 fourth-year nursing students. Data were collected using a personal information form, "the Hidden Curriculum Evaluation Scale in Nursing Education (HCES-N)", "the Nurses Professional Values Scale-Revised", and "the Nursing Professional Readiness Perception Scale (NPRPS)". Data were analysed using enter and stepwise linear regression. Multivariate and univariate analyses were conducted to compare scale scores based on career planning and participation in career programs, social activities, scientific activities, and out-of-field applications.

Participants had a total HCES-N score of 149.24 (SD 21.41). In the Enter model of the mean HCES-N score, NPRPS was a predictor (F=4.645, p < 0.001). In the stepwise model, participation in scientific activities, the NPRPS, and participation in career programs were predictors (F=9.034, p < 0.001). Multivariate analyses showed a significant difference in at least one of the HCES-N subscales between participants who participated in social (school atmosphere, F=9.214, p < 0.01) and scientific activities (school atmosphere, F=10.510, p < 0.01; professional acquisitions, F=6.761, p = 0.033) and those who did not.

Perceived professional competence is an important predictor of the nursing hidden curriculum. Participation in scientific activities helps nursing students develop versatile skills.