Mao Aimei, Tam Hon-Lon, Cheong Pak-Leng, Van Iat-Kio
Kiang Wu Nursing College of Macau, Avenida Do Hospital Das Ilhas, Macau, China.
The Nethersole School of Nursing, Chinese University of Hong Kong, Hong Kong, China.
Int J Nurs Sci. 2025 Apr 15;12(3):293-300. doi: 10.1016/j.ijnss.2025.04.005. eCollection 2025 May.
This study aimed to examine the role of the hidden curriculum in transmitting the educational mission and its impacts on nursing students' professional socialization.
This constructivist grounded theory study involved twenty-six students and five faculty members from a century-old nursing school in Macau. Semi-structured interviews examined the factors influencing nursing students' choice of a specific nursing school and their general learning experiences in nursing studies. Open and focused coding was employed to develop categories and concepts that capture the nuances of how the hidden curriculum influences students' personal experiences, perceptions, and values related to developing their professional identities. The data analysis was guided by the "Community of Practice" model.
The educational mission fostered a hidden curriculum that emphasized nurturing qualities and social responsibilities, creating a family-like learning environment that positively influenced the professional socialization of nursing students. Under the core theme of "becoming a family," two sub-themes emerged: "student-peer interactions - fostering sisterly/brotherly learning partnerships" and "student-faculty interactions - faculty's acting as parenting instructors." While the hidden curriculum promoted a democratic and egalitarian learning atmosphere among student-peers, it simultaneously reinforced hierarchical power dynamics among senior-junior students and student-faculty relationships, mirroring the power-based interpersonal dynamics often found in traditional Chinese families.
Explicating the educational mission can help shape a hidden curriculum that benefits nursing students' professional socialization. Faculty members should reflect on the power inequalities reproduced by the hidden curriculum and establish appropriate boundaries in student-faculty relationships.
本研究旨在探讨隐性课程在传递教育使命中的作用及其对护理专业学生职业社会化的影响。
这项建构主义扎根理论研究涉及来自澳门一所百年老校的26名学生和5名教师。半结构化访谈考察了影响护理专业学生选择特定护理学校的因素以及他们在护理学习中的总体学习经历。采用开放式和聚焦式编码来发展类别和概念，以捕捉隐性课程如何影响学生与职业身份发展相关的个人经历、认知和价值观的细微差别。数据分析以“实践共同体”模型为指导。
教育使命催生了一种隐性课程，该课程强调培养品质和社会责任，营造了一种类似家庭的学习环境，对护理专业学生的职业社会化产生了积极影响。在“成为一家人”这一核心主题下，出现了两个子主题：“学生-同伴互动——培养姐妹/兄弟般的学习伙伴关系”和“学生-教师互动——教师充当育儿指导者”。虽然隐性课程在学生同伴中促进了民主和平等的学习氛围，但同时也强化了高年级与低年级学生以及师生关系中的等级权力动态，反映了中国传统家庭中常见的基于权力的人际动态。
阐明教育使命有助于塑造有利于护理专业学生职业社会化的隐性课程。教师应反思隐性课程所再现的权力不平等现象，并在师生关系中设定适当的界限。
