Findings from a qualitative study exploring the impact of the writing context on writing-self-efficacy in nursing education are presented. Hidden curriculum elements such as objectivism as normative, power structures, and competency-based priorities affect writing in nursing. Findings indicate that writing activities are often constrained to rigid boundaries which require the students to code-switch their identities as writers while hyper-focusing on "figuring out" the teacher. Solutions to counteracting this disciplinary hidden curriculum will be discussed.
