Experiences of supernumerary status and the hidden curriculum in nursing: a new twist in the theory-practice gap?

Aims and objectives. This paper aims to increase our understanding about how student nurses’ experiences of supernumerary status are embedded in the hidden curriculum in clinical practice and contribute to the theory–practice gap in nursing. Background. Current literature suggests that the hidden curriculum exists in many professional curricula and that it functions to socialise students into professional behaviours and practice. However, in...