Beyond Knowledge: Why Nursing Needs Spaces Where Ideas Can Heal
PDF (ENG)
PDF (ITA) (Italian)

Keywords

Nursing
Innovation
Leadership
Research
Professional Identity
Knowledge Development
Healthcare Transformation
Nursing Education

Abstract

Contemporary healthcare is experiencing an unprecedented expansion of scientific knowledge, technological innovation, and access to information. Yet the accumulation of evidence alone does not necessarily generate transformation. This editorial argues that one of the greatest challenges facing modern healthcare—and nursing in particular—is preserving the capacity to imagine new possibilities for care, education, leadership, and research. Drawing on perspectives from the philosophy of science, nursing theory, professional development, and innovation studies, we propose that imagination should be considered not as an alternative to scientific inquiry, but as one of its essential prerequisites. Many of the most significant advances in healthcare began as ideas that challenged prevailing assumptions before becoming accepted scientific realities. In this context, nursing has a unique responsibility not only to produce knowledge but also to cultivate the intellectual and cultural conditions through which new ideas can emerge. The Nursing Forum was created in response to this need, promoting spaces where research, clinical practice, leadership, education, and innovation can interact and generate new perspectives for the future of care. The concept of Where Ideas Heal reflects the belief that meaningful transformation occurs when evidence encounters vision, curiosity becomes dialogue, and ideas find a place where they can be explored collectively.

PDF (ENG)
PDF (ITA) (Italian)

References

Benner, P., Sutphen, M., Leonard, V., & Day, L. (2010). Educating nurses: A call for radical transformation. Jossey-Bass.

Im, E.-O. (2011). Transitions theory: A trajectory of theoretical development in nursing. Nursing Outlook, 59(5), 278–285.e2. https://doi.org/10.1016/j.outlook.2011.03.008

Joseph, M. L., Godsey, J. A., Hayes, T., Bagomolny, J., Beaudry, S.-J., Biangone, M., Brewington, J. G., Anest, P., Godfrey, N., Lose, D., Martin, E., Ollerman, S., Siek, T., Thompson, J., & Valiga, T. (2023). A framework for transforming the professional identity and brand image of all nurses as leaders. Nursing Outlook, 71(6), 102051. https://doi.org/10.1016/j.outlook.2023.102051

Kuhn, T. S. (2012). The structure of scientific revolutions (4th ed.). The University of Chicago Press. (Original work published 1962).

Meleis, A. I. (2018). Theoretical nursing: Development and progress (6th ed.). Wolters Kluwer.

O’Hara, S., Ackerman, M. H., Raderstorf, T., Kilbridge, J., Melnyk, B. M., & Morrison, K. (2022). Building and sustaining a culture of innovation in nursing academics, research, policy, and practice: Outcomes of the National Innovation Summit. Journal of Professional Nursing, 43, 5–11. https://doi.org/10.1016/j.profnurs.2022.08.001

Rogers, E. M. (2003). Diffusion of innovations (5th ed.). Free Press.

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.

Senge, P. M. (2006). The fifth discipline: The art and practice of the learning organization (Rev. ed.). Doubleday/Currency.

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright (c) 2026 Hamilton Dollaku, Floriana Pinto, Francesco Limonti, Simone Ghiribelli