Integrating Leonardo Da Vinci's Principle of Curiosity In Contemporary Nursing Education

Document Type

Article

Publication Date

1-1-2013

School

Leadership and Advanced Nursing Practice

Abstract

Recently, the Institute of Medicine (IOM) along with the Robert Woods Johnson Foundation (RWJF) (2010, 2011) called for nursing education to promote and prepare students to be lifelong learners in a constantly changing health care system. This call presented to be more challenging than anyone could have imagined. A solution to transforming the future of nursing education may indeed lie in the past. Leonardo da Vinci, one of history's greatest thinkers, has inspired creativity among his many accomplishments. Gelb (2004) searched Leonardo's published notebooks for clues to his creative genius. Although a specific set of principles or steps could not be identified that Leonardo had penned, Gelb identified implied principles practiced by Leonardo that he believed guided his genius everyday—curiosità, dimostrazione, sensazione, sfumato, arte/scienza, corporalita, and connessione (see Table 1). These concepts when combined form a multi-dimensional intelligence that nursing students and others can use in theory and practice. Fundamentals of Leonardo's approach to learning and intelligence cultivation can be extracted and applied to inspire and guide us toward realizing our own full potential (Gelb, 2004).

Publication Title

Nurse Education Today

Volume

33

Issue

4

First Page

308

Last Page

311

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