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Background: While professional curiosity is a key attribute in nursing education and clinical practice, this is a complex and ambiguous concept in nursing and there has been limited research to explore its dimensions. Therefore, there is caution in the implementation and open discussion of this concept. Objective: The purpose of this article is to analyze the concept of professional curiosity in nursing. Design: The concept analysis approach developed by Walker and Avant was used to guide this manuscript. Data Sources: A comprehensive review of the literature on professional curiosity in nursing was conducted using the electronic databases Web of Science, Scopus, Ovid, Science Direct, Google Scholar, and PubMed without a time limit until 2023. The search terms included curiosity, professional curiosity, and nursing. Results: The antecedents, attributes, and consequences of professional curiosity were identified from 17 articles. Based on the analysis of the included articles, professional curiosity in nursing refers to nurses’ interest and enthusiasm for continuous exploration and learning, research and in‐depth investigation in the field of nursing knowledge, and patients’ experiences. The determining attributes include questioning and ongoing exploration, doubting present information, enthusiasm for discovering and learning, motivation for better understanding, creativity, professional relationships, and empathy. Conclusion: This concept analysis helps nurses to understand the concept of professional curiosity correctly and to understand that having professional curiosity does not cross professional boundaries but is vital for increasing the quality of patient care, and this has a significant impact on their professional growth and development.
Taheri et al. (Mon,) studied this question.