1Jundishapur University of Medical Sciences, Ahvaz, Iran
2Associate Professor, Department of Nursing, Nursing & Midwifery Faculty, Shahid Beheshti University of Medical Sciences, Tehran, IRAN
3Department of Nursing, Medical Sciences Faculty, Tarbiat Modares University, Tehran, IRAN
4Department of Medical-Surgical Nursing. Faculty of Nursing &s Midwifery, Shahid Beheshti University of Medical Sciences, Nyayesh Complex, Nyayesh Cross-section, Vali Asr St, Tehran, IRAN
Background: Human beings use different approaches to learning. Thus the aim of this study is to explore the mechanisms of learning through the hidden curriculum in the perspective of baccalaureate undergraduate nursing students. Methods: This qualitative study, involving 24 baccalaureate undergraduate nursing students, was done by purposeful sampling strategies. The data were collected using semi-structured interviews and continued until data saturation and emerging categories. Content analysis approach was used for data analysis. Results: As a result of data analysis, eight categories emerged including learning from observation, auditory learning, learning from feedback, experiential learning, inverse learning, learning through explaining one’s experiences, modeling, and passive learning. Conclusions: Nursing students learnt the hidden curriculum through different mechanisms. It is recommended that other mechanisms of the running hidden curricula are identified.
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