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Explaining the Hidden Curriculum in Professional Ethics Education in Nursing: Grounded Theory Study
Dr Alireza Ghorbani, Dr Zahra Abedini, Dr Hamideh Yazdimoghaddam,
Volume 0, Issue 0 (9-2025)
Abstract
Curriculum is one of the most crucial tools for achieving educational objectives.The hidden curriculum refers to the emotional atmosphere and unwritten conditions that exert the greatest influence on the values and emotions of learners in medical sciences, particularly in the field of nursing.This qualitative study was conducted with the aim of elucidating the hidden curriculum in the teaching of professional ethics in nursing, employing a grounded theory approach. Purposeful sampling was initiated and continued with theoretical sampling through in-depth semi-structured interviews with 14 participants(students, nurses,and faculty members),along with observations and field notes, until theoretical saturation was achieved.Data analysis was performed using the Corbin and Strauss(2008)method.The data analysis revealed that the main concern of the participants was "ineffectiveness in managing interactions resulting from weaknesses in communication and individual skills of nurses." The core strategies they adopted to address this concern included "faculty members' professional competence in serving as role models for learners," "introducing exemplary nurses and role modeling," and "the necessity of enhancing professional skills for patient care." The consequences of these strategies were "enhancement of nurses' satisfaction with care based on professional ethics,""facilitation of professional behavior improvement in clinical settings,"and "development of patient-needs-based care.""Promotion of nursing care based on adherence to professional ethics"was extracted as the main variable of the study.Accordingly, attention to individual and environmental factors, as well as the role of faculty members in teaching professional ethics,can serve as a foundation for designing targeted interventions aimed at improving clinical interactions and reducing the theory-practice gap in clinical settings.
 
Cultural competency in nursing education: a review article
Somayeh Khezerloo, Jamileh Mokhtari,
Volume 8, Issue 6 (3-2016)
Abstract

Nurses face numerous patients with different cultural backgrounds and needs on a daily basis. Cultural diversity can be an obstacle in the way of providing quality healthcare services. Cultural competency is the proper response to cultural and ethnic diversity in the society. This research was conducted to define the concept of cultural competency in nursing education.

In this study, Persian and English keywords related to cultural competency, nursing education and nursing curriculum were first searched separately and in combination on the internet and in existing literature. Consequently, papers that were more directly related to the topic were chosen and their concepts were extracted. Cultural competency refers to a set of knowledge, views and skills used simultaneously to enable the individual to work efficiently in different cultural conditions. In this study, first cultural competency was defined and then the process of its acquisition, the facilitating factors, barriers and consequences were described.

Considering that in Iran cultural variables are affected by many different factors, it seems necessary to investigate cultural competency in the existing cultural conditions. Moreover, there seems to be a need for comprehensive planning to provide solutions for professors and students in this respect.


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