ABSTRACT
This chapter begins by discussing some of the relevant terminology used in the literature in order to explore different interpretations of what a hidden curriculum is. It adds a little flesh to the foregoing discussion by examining some of the messages and strategies of a hidden curriculum. The chapter focuses on students actively adopting strategies to create a good impression and survive in the system and discusses a range of hidden messages relating to staff-student interactions. It explores hidden curricula relating to four interrelated areas: curriculum content and organisation; staff-student interactions; assessment; educational resources; and organisational structures. The chapter examines some theoretical approaches to the ‘hidden curriculum’ and their relevance to nurse teachers. The significance of the concept ‘hidden curriculum’ will be explored in the context of nursing education and suggestions will be made as to how insights drawn from the literature can illuminate practice and help nurse educators facilitate truly educational experiences with their students.
