Dissertation/Thesis Abstract

The Hidden Curriculum and Associate Degree Nursing Instructors: A Basic Qualitative Study
by Whitmore, Janeen, Ph.D., Capella University, 2019, 123; 13805446
Abstract (Summary)

The purpose of this basic qualitative study was to explore the experiences of nursing faculty members who taught in associate degree nursing programs and how they implemented the hidden curriculum. The hidden curriculum is referred to as the subtle messages relayed to students either verbally or nonverbally. In higher education, it is understood that the hidden curriculum is used to socialize students into professional roles, but, the process of how to socialize individuals varies. The sample consisted of 12 nursing faculty members who taught in associate degree programs in the Pacific region of the United States. Research on the hidden curriculum in nursing education has focused on the student’s perspective. Upon reviewing the literature, a gap existed in regards to the experiences of nursing faculty with the hidden curriculum. Information was gathered through semistructured interviews to learn how these faculty members implemented the hidden curriculum. Data analysis revealed four reoccurring themes on how nursing educators implement the hidden curriculum in their practice. The first two themes uncovered how nursing faculty members described themselves as mentors and role models to their students to help students become successful in school and later in the workforce. Another theme revealed how nursing faculty members saw themselves as experts who could demonstrate skills and explain procedures. Lastly, nursing faculty members saw themselves as implementing the hidden curriculum by being advocates who could help students troubleshoot problems, as well as assisting them to navigate the nursing program. After interviewing the nursing faculty members, it became apparent that they used the hidden curriculum to provide a pathway for success for their students. The findings also highlight the need for the hidden curriculum to be included in faculty professional development workshops and seminars, and perhaps, the need to bring the hidden curriculum out from hiding.

Indexing (document details)
Advisor: Bronner, Julia
Commitee: Barker, D. Paxson, Kozoll, Charles
School: Capella University
Department: Education
School Location: United States -- Minnesota
Source: DAI-A 77/09(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Nursing, Health education, Curriculum development
Keywords: Associate degree, Hidden curriculum, Nursing faculty
Publication Number: 13805446
ISBN: 9780438926066
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