2.50
Hdl Handle:
http://hdl.handle.net/10755/211573
Type:
Research Study
Title:
THE CONCEPT OF INTELLECTUAL CURIOSITY: AN INTEGRATIVE REVIEW
Abstract:
Background: Teaching skills of inquiry in baccalaureate nursing programs has received increased attention over the past five years. The American Association of Colleges of Nursing (AACN) and the recent recommendations by the Institute of Medicine (IOM) address the need for skills of inquiry and analysis as essential aspects to be gained in baccalaureate nursing programs. A strategy to promote skills of inquiry includes engagement of curiosity. An informal survey of colleagues in one baccalaureate nursing program revealed intellectual curiosity to be an important component of student clinical evaluation. However, faculty members could not consistently describe the meaning of intellectual curiosity but instead provided examples of students who each felt did or did not exhibit intellectual curiosity. Purposes: The primary purpose of the integrative review was to identify the components of intellectual curiosity across multiple disciplines. A secondary purpose was to provide underpinning for a concept analysis of intellectual curiosity and its implications for nursing education. Methods: To provide a comprehensive understanding of intellectual curiosity, an integrative review method informed by Whittemore and Knafl was used to identify published theoretical and empirical research across the social science, education, psychology, and nursing education disciplines. The Cumulative Index to Nursing and Allied Health (CINAHL), Educational Resource Information Center (ERIC), and American Psychological Association (PsychInfo) Databases were searched for English only articles published through 2011 that included the key word intellectual curiosity (IC) and IC in combination with definition, concept, predictors, outcomes, attributes, measurement, and measures. A priori quality scores were assigned and a critical appraisal summary table was developed. Application of an a priori inclusion criteria and posteriori exclusion criteria with additional iterative critical appraisal of the results yielded a final selection of 33 articles for the integrative review. Findings: Five themes were identified based on how the authors used the concept of intellectual curiosity in relation to the study context along with the implications for and relationship with teaching and learning. Across disciplines, intellectual curiosity is addressed as a process that is important to foster and one which has significant educational impact. As a concept, intellectual curiosity is relational, descriptive, or resultant in nature. Intellectual curiosity is related to motivation and other cognitive process such as critical thinking. It is considered to hold a positive descriptive connotation when used to characterize various individuals or describe components of effectiveness. Intellectual curiosity is a product of interaction with identified methods of pedagogy believed to help with stimulation and encouragement of intellectual curiosity. Implications: Further research and theoretical development of the concept of intellectual curiosity is needed. Expansion on past research of curiosity, but with a focus on the domain of intellectual curiosity, and how it relates to motivation and learning in nursing education would be beneficial. If nurse educators better understood the components of intellectual curiosity, teaching and learning pedagogies which best stimulated and sustained intellectual curiosity could be identified. The concept of intellectual curiosity is believed to be a key concept central to nursing education.
Keywords:
Baccalaureate nursing programs; Inquiry skills
Repository Posting Date:
20-Feb-2012
Date of Publication:
20-Feb-2012
Other Identifiers:
5501
Sponsors:
Western Institute of Nursing

Full metadata record

DC FieldValue Language
dc.typeResearch Studyen_GB
dc.titleTHE CONCEPT OF INTELLECTUAL CURIOSITY: AN INTEGRATIVE REVIEWen_GB
dc.identifier.urihttp://hdl.handle.net/10755/211573-
dc.description.abstractBackground: Teaching skills of inquiry in baccalaureate nursing programs has received increased attention over the past five years. The American Association of Colleges of Nursing (AACN) and the recent recommendations by the Institute of Medicine (IOM) address the need for skills of inquiry and analysis as essential aspects to be gained in baccalaureate nursing programs. A strategy to promote skills of inquiry includes engagement of curiosity. An informal survey of colleagues in one baccalaureate nursing program revealed intellectual curiosity to be an important component of student clinical evaluation. However, faculty members could not consistently describe the meaning of intellectual curiosity but instead provided examples of students who each felt did or did not exhibit intellectual curiosity. Purposes: The primary purpose of the integrative review was to identify the components of intellectual curiosity across multiple disciplines. A secondary purpose was to provide underpinning for a concept analysis of intellectual curiosity and its implications for nursing education. Methods: To provide a comprehensive understanding of intellectual curiosity, an integrative review method informed by Whittemore and Knafl was used to identify published theoretical and empirical research across the social science, education, psychology, and nursing education disciplines. The Cumulative Index to Nursing and Allied Health (CINAHL), Educational Resource Information Center (ERIC), and American Psychological Association (PsychInfo) Databases were searched for English only articles published through 2011 that included the key word intellectual curiosity (IC) and IC in combination with definition, concept, predictors, outcomes, attributes, measurement, and measures. A priori quality scores were assigned and a critical appraisal summary table was developed. Application of an a priori inclusion criteria and posteriori exclusion criteria with additional iterative critical appraisal of the results yielded a final selection of 33 articles for the integrative review. Findings: Five themes were identified based on how the authors used the concept of intellectual curiosity in relation to the study context along with the implications for and relationship with teaching and learning. Across disciplines, intellectual curiosity is addressed as a process that is important to foster and one which has significant educational impact. As a concept, intellectual curiosity is relational, descriptive, or resultant in nature. Intellectual curiosity is related to motivation and other cognitive process such as critical thinking. It is considered to hold a positive descriptive connotation when used to characterize various individuals or describe components of effectiveness. Intellectual curiosity is a product of interaction with identified methods of pedagogy believed to help with stimulation and encouragement of intellectual curiosity. Implications: Further research and theoretical development of the concept of intellectual curiosity is needed. Expansion on past research of curiosity, but with a focus on the domain of intellectual curiosity, and how it relates to motivation and learning in nursing education would be beneficial. If nurse educators better understood the components of intellectual curiosity, teaching and learning pedagogies which best stimulated and sustained intellectual curiosity could be identified. The concept of intellectual curiosity is believed to be a key concept central to nursing education.en_GB
dc.subjectBaccalaureate nursing programsen_GB
dc.subjectInquiry skillsen_GB
dc.date.available2012-02-20T12:03:04Z-
dc.date.issued2012-02-20T12:03:04Z-
dc.date.accessioned2012-02-20T12:03:04Z-
dc.description.sponsorshipWestern Institute of Nursingen_GB
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