The relationship between the hidden curriculum and fourth-year nursing students' career plans, professional values, and professional readiness: A cross-sectional correlational study.
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Abstract
Objectives: This cross-sectional correlational study investigated the relationship between a hidden curriculum and fourth-year nursing students' career plans, professional values, and professional readiness.
Background: 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.
Design: A cross-sectional correlational design.
Methods: 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.
Results: 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.
Conclusion: Perceived professional competence is an important predictor of the nursing hidden curriculum. Participation in scientific activities helps nursing students develop versatile skills.
目的：本研究旨在探讨隐性课程与四年级护生职业规划、专业价值观和职业准备的关系。背景：隐性护理教育课程会影响专业成果。虽然护理课程旨在帮助学生成为熟练的护士，但隐性课程与意想不到的学习结果有关。设计：横断面相关设计。方法：以103名四年级护生为研究对象。数据采用个人信息表“护理教育隐性课程评价量表（HCES-N）”、“护士职业价值观量表-修订版”和“护理职业准备感知量表（NPRPS）”收集。数据分析采用进入线性回归和逐步线性回归。通过多变量和单变量分析，比较了职业生涯规划和参与职业规划、社会活动、科学活动和野外应用的量表得分。结果：参与者的HCES-N总分为149.24 （SD 21.41）。在HCES-N平均得分的Enter模型中，NPRPS是预测因子（F=4.645, p ）。结论：感知专业能力是护理隐性课程的重要预测因子。参与科学活动有助于护理学生发展多种技能。
期刊介绍：
Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.
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