<![CDATA[Introduction: Continuous professional growth is essential for nurses to maintain competence, promote patient safety, and respond effectively to increasingly complex healthcare demands. Although established nursing and educational theories explain the development of clinical competence, experiential learning, caring practice, and self-efficacy, they do not explicitly integrate the psychological mechanisms that initiate and sustain nurses’ professional growth. Objective: This article presents the Curiosity–Courage–Confidence (3C) Theory of Professional Growth in Nursing, a conceptually derived, practice-informed middle-range theory that explains the psychological processes underlying nurses’ continuous professional growth. Methods: The theory was developed using Walker and Avant’s theory synthesis and theory derivation strategies. The development process incorporated a structured literature review, concept analysis, conceptual integration, and practice-informed observations. Established perspectives from nursing, psychology, and experiential learning informed the construction of the theoretical framework. Results: The resulting theory comprises three interrelated constructs: curiosity, which initiates knowledge-seeking and lifelong learning; courage, which enables nurses to apply knowledge despite uncertainty or perceived risk; and confidence, which develops through successful experiences and reinforces professional engagement, autonomous clinical judgment, and leadership. These constructs operate within a continuous, self-reinforcing cycle influenced by organizational and environmental conditions. Conclusion: The 3C Theory provides a theoretically grounded and practice-informed framework for understanding the psychological processes that support nurses’ professional growth. It offers potential applications in nursing education, clinical practice, leadership development, and future empirical research.]]>
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