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Intellectual curiosity: a principle-based concept analysis.
1East TN State University, Johnson City and Whitson-Hester School of Nursing, Tennessee Tech University, Cookeville, TN 38506, USA. bhrussell@tntech.edu
ANS. Advances in Nursing Science
|May 7, 2013
Summary
This study analyzed intellectual curiosity across disciplines to define its core components and relationships. Findings offer a foundation for developing this concept, particularly in nursing education.
Area of Science:
- Nursing Education
- Interdisciplinary Science
Background:
- Intellectual curiosity is a key driver of learning and knowledge advancement.
- A clear, universally accepted definition and understanding of intellectual curiosity is lacking across various scientific fields.
Purpose of the Study:
- To conduct a principle-based concept analysis of intellectual curiosity.
- To explicate the current state of scientific understanding regarding intellectual curiosity.
- To identify conceptual components and their interrelationships.
Main Methods:
- Principle-based concept analysis was employed.
- The analysis spanned multiple academic disciplines.
- Existing literature and scientific discourse on intellectual curiosity were synthesized.
Main Results:
- Key conceptual components of intellectual curiosity were identified.
- The interrelationships between these components were elucidated.
- A theoretical definition of intellectual curiosity was formulated.
Conclusions:
- The findings provide a foundational understanding for further concept development.
- The results have significant implications for nursing education.
- This work can inform the creation of optimized teaching-learning environments and curricula to enhance intellectual curiosity.
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