Abstract
Because of the political and professional expectation that nurses engage in independent lifelong learning, nurses have to be able to teach themselves. Furthermore, their learning needs to be at the correct educational level. A culture of curiosity is therefore a key requirement of modern nursing. This article analyses a theory that cyclically links curiosity to competency and argues that curiosity thrives in an environment that maximizes competency. The nature and dimensions of competency are discussed. The article examines the importance of competence in nursing practice. It discusses what the principles of best practice are in relation to using competency to maximise curiosity in the clinical learning environment.
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