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

Background: The hidden curriculum refers to unintentional learning outcomes that occur during the educational process. Identifying its positive and negative effects is essential. Each institution has its own hidden curriculum, and educators should approach it with curiosity.

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

Methods: This descriptive, cross-sectional study was conducted with 658 nursing students enrolled at a university in Istanbul, Türkiye. After ethical approval was obtained, data were collected using the Personal Information Form and the Hidden Curriculum Assessment Scale in Nursing Education. Descriptive methods, univariate linear regression, and multiple linear regression analyses were employed for data analysis.

Results: The mean age of the students was 20.25 years (standard deviation, SD = 1.59), and 36.7% were registered in their fifth semester. Perceptions of the hidden curriculum in nursing education were moderate, with a mean score of 147.34 ± 21.59. Multiple regression analysis revealed 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 perceptions of the hidden curriculum in nursing education. The regression model demonstrated a statistically significant explanatory power of 29.9%.

Conclusion: The findings suggest that creating satisfying and high-quality learning environments can enhance nursing students’ utilization of the hidden curriculum in nursing education.