The Role of Hidden Curriculum in Transferring Training Skills to assistant patient in Nursing and Midwifery Students at Bushehr University of Medical Sciences in 2016

Empowerment and development of nursing and midwifery students’ talents especially in the field of patient education to patient assistant will increase the quality of clinical care. This study aimed to determine the role of hidden curriculum in transferring the skills of patient education among nursing and midwifery students of Bushehr University of Medical Sciences. In this cross-sectional study, 269 nursing and midwifery students who had at least one clinical internship semester were participated by consensus sampling. We used a valid and reliable questionnaire with three domains: interaction, teaching and learning opportunities, and reflective evaluation. For data analysis, software SPSS V.18 statistical significant level 0.05 was used. Out of 269 students those participated in present study, there were 201 women between the ages of 19 to 33. The highest average score of the students related to the interaction with the mean score was 4.40. In determining the relationship between level of education and students’ view, there was a significant correlation in total score and in reflective evaluation domain (p≤0.05). Therefore, hidden curriculum especially with the focus on interactions can be used as an educational tool in transferring teaching skills to nursing and midwifery students at the service of instructors, learners and educational planners in order to achieve higher education goals.