Uncovering the hidden curriculum in nursing education

Implications for nursing faculty

Authors

  • Aundrea McNeil Morgan State University

DOI:

https://doi.org/10.32674/tesves21

Keywords:

hidden curriculum, nursing education, student learning, faculty survey

Abstract

The hidden curriculum in nursing education encompasses the unspoken norms, values, and expectations that shape student learning beyond the formal curriculum. This qualitative study explores how undergraduate nursing students at an HBCU experience the hidden curriculum during their first-semester courses. Using focus group discussions and a faculty survey, the study identified recurring themes, including pressure to appear confident, reluctance to ask questions, and reliance on modeling faculty behavior. Recommendations include faculty development in reflective teaching and the implementation of validated tools such as the Hidden Curriculum Assessment Scale in Nursing Education (HCAS-NE). Addressing the hidden curriculum is essential to fostering inclusive, transparent, and supportive learning environments that prepare nursing students for professional practice.

Author Biography

  • Aundrea McNeil, Morgan State University

    Aundrea McNeil, DNP, MSN, RN, is an accomplished nurse educator and leader with over two decades of clinical, academic, and administrative experience. She currently serves as an Assistant Professor in the Department of Nursing at Morgan State University, where she teaches in the undergraduate and graduate nursing programs. Dr. McNeil has held progressive leadership roles including Dean of Nursing, Practical Nursing Program Chair, and Assistant Director of Nursing. Her academic expertise spans curriculum design, simulation-based teaching, student retention initiatives, and faculty development. She has also contributed to workforce development through funded grants and community collaboration.

    In addition to her academic roles, Dr. McNeil has extensive clinical experience in medical-surgical, critical care, and nursing case management. She is widely recognized for her work in evidence-based discharge planning, student success initiatives, and faculty diversity, with presentations delivered at national and international conferences.

    Dr. McNeil earned her Doctor of Nursing Practice from Carlow University, a Master of Science in Nursing Education from Towson University, and a Bachelor of Science in Nursing from Coppin State University. She is a member of Sigma Theta Tau International Honor Society of Nursing and a recipient of multiple awards, including the NIH Clinical Center Director’s Award for Nursing Leadership.

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Published

2025-11-29

Issue

2025: American Journal of Medicine and Health Studies

Section

Behavioral, Mental, and Addiction Health

Categories

License

Copyright (c) [year] [author]
This work is licensed under a Creative Commons Attribution 4.0 International License.
This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. https://creativecommons.org/licenses/by/4.0

How to Cite

Uncovering the hidden curriculum in nursing education: Implications for nursing faculty. (2025). American Journal of Medicine and Health Studies, 57-62. https://doi.org/10.32674/tesves21