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Intellectual Curiosity: A Principle-Based Concept Analysis

Russell, Bedelia H. MSN, RN, CPNP-PC, CNE

Advances in Nursing Science:
doi: 10.1097/ANS.0b013e3182901f74
Original Articles
Abstract

The purpose of this principle-based concept analysis was to analyze intellectual curiosity across disciplines to explicate the current state of the science. The analysis was used to identify conceptual components of intellectual curiosity and the interrelationships between them. The findings have been integrated into a theoretical definition of intellectual curiosity and provided a beginning point for concept development. The findings are relevant to nursing education and hold significant implications for creating teaching-learning environments and curricula, which optimize or enhance preconditions, attributes, and consequences of intellectual curiosity.

Author Information

East TN State University, Johnson City and Whitson-Hester School of Nursing, Tennessee Tech University, Cookeville.

Correspondence: Bedelia H. Russell, MSN, RN, CPNP-PC, CNE, 2021 Kayla Court, Cookeville, TN 38506 (bhrussell@tntech.edu).

The author has disclosed that she has no significant relationship with, or financial interest in, any commercial company pertaining to this article.

The author thanks Dr Patricia Hayes for her valuable guidance with this process.

© 2013Wolters Kluwer Health | Lippincott Williams & Wilkins