Qualitative study shows fragmented antimicrobial stewardship learning in nursing students, highlighting the need for structured teaching.
• Nurses are recognised as critical yet underutilised contributors to antimicrobial stewardship. • Links between theoretical antimicrobial stewardship learning in undergraduate nursing curricula and clinical practice remain unexplored. • Nursing students in two European countries experience antimicrobial stewardship learning as fragmented, implicit, and shaped by hidden curricula rather than structured pedagogy. • Embedding antimicrobial stewardship within mentorship, interprofessional dialogue, and explicit assessment frameworks is essential to transform antimicrobial stewardship from peripheral into a core nursing competency.
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Castro‐Sánchez et al. (2026) studied this question.
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