AI Article Synopsis
- Nursing programs focus on relational values and holistic approaches but often emphasize strict, metrics-based teaching methods.
- This research analyzed interviews with 20 nursing students in Canada to explore how their educational environment, including hidden curriculums, affected their writing experiences.
- Findings revealed that students often felt pressured to conform to instructor expectations, using "code-switching" to adapt their writing for grades, which reinforced unequal conditions for minority students.
- Faculty can help alleviate these pressures by promoting choice and independent thinking in writing, which could foster a more supportive and flexible learning environment.
Article Abstract
Nursing programs are complex systems that articulate values of relationality and holism, while developing curriculums that privilege metric-driven competency-based pedagogies. This study used an interpretive approach to analyze interviews from 20 nursing students at two Canadian Baccalaureate programs to understand how nursing's educational context, including its hidden curriculums, impacted student writing activities. We viewed this qualitative data through the lens of activity theory. Students spoke about navigating a rigid writing context. This resulted in a hyper-focus on "figuring out" the teacher with minimal focus on the act of writing. Students used a form of behavioral "code-switching" to maximize their grade while considering how their "valuing" of the assignment fit within their writing motives. Hidden curriculum messages taught students that academic success was assured whether their writing mirrored instructor preferences. Instructional practices of rigidity reinforced unequal social conditions for some minority students. Faculty can counteract the impact of the hidden curriculum through encouragement of choice and independent thinking about writing activities. Acknowledging power relationships and their influence on how students navigate writing assignments and nursing discourse may relieve pressures on students who fear penalties for countering norms and result in a more flexible learning environment.
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| http://dx.doi.org/10.1111/nin.12407 | DOI Listing |
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