Nursing Student–Authored Curriculum Proposals as Educational Artefacts—A Document Analysis

Introduction Nurses play a crucial role in promoting health and well‐being by advocating for, developing, and implementing policies that impact population health at both global and local scales. Achieving sustainable improvements in healthcare requires nurses to possess both professional competence and knowledge of quality improvement methodologies. Quality improvement education, coupled with hands‐on proposals, is invaluable for nursing students as it enables them to rhetorically describe evaluation ideas and utilize their experiences as learning tools. Therefore, the aim of this study was to explore how nursing students conceptualized perceived educational needs and how these needs were articulated in hypothetical written curriculum proposals produced within a course‐based pedagogical writing assignment. Materials and methods A qualitative design was employed to explore the student‐authored curriculum proposals developed within an educational proposal assignment. The study included six nursing student–authored curriculum proposals. A document analysis inspired by