Donna Frost

Chapter 4 106 an event description followed by answering questions from Johns’ ( 2010 ) model of structured reflection to help uncover underlying assumptions. These reflective writings were in any case a record of the event, most commonly they also included the writer’s first or most pressing response to the event: why the writer felt it was important to record it, the impact of the event and the relationship to the inquiry. I was by far the most regular writer of reflections in relation to the research and I entered these in hand-written journals or made separate dated Word documents. Other inquiry members made separate Word documents, except during practice situations when ideas might be jotted down in a note book or on scrap paper until such a time as they could be typed up. Spoken reflections, recorded on a digital recorder and later either typed out completely or selectively, were uncommon but did occur on a few occasions within the RN inquiry. It was up to each inquiry member to decide to enter a reflection, or not, into the collaborative record. During CCCI meetings During the inquiry meetings the experience in question was always shared (Figure 4 . 5 , blue loop, circle ‘ ii Experience’). It consisted of witnessing or participating in the creative and spoken presentation of our practice experiences, stories, ideas and insights. This aspect of the CCCI meetings relied on the creation of protected space, as described earlier in this chapter, and drew on all four of the methodological principles elaborated in chapter three (see note under Figure 4 . 5 for a summary). After opening the meeting, we reviewed the question we had left the last meeting with. We then moved into sharing our relevant practice and inquiry experiences and reflections since the last meeting. These presentations generally included examples of creative expressions, excerpts or summaries of interviews, conversations or observations, and the subsequent individual reflections and interpretations. Working creatively will be explained more thoroughly in the section ‘ iii ) Creative response’. The goal of the presentations was to bring the individual experiences, or the experiences of two members of the inquiry group, into the collective, to make them available to the entire inquiry group. The process was actively facilitated, within the RN inquiry more often by me and within the NP inquiry sometimes by me but generally by the group as a whole. We progressed, in any case, from the presentations into a dialogical process inwhich co-inquirerswere activeparticipants, asking clarifying questions or questions to help elicit more of the presenter’s story, as well as questions to help with exploring and reflecting on the experience being presented. As summarised in Table 4 . 1 , the data collected in practice situations