Donna Frost

Chapter 4 112 Within the NP inquiry other members of the inquiry group also conducted interviews or recorded conversations with care recipients or other members of the healthcare team. Those NP inquiry members who had used interview methods during their own masters research conducted these conversations independently. I accompanied the other NP inquiry members for their first one or two interviews. Debriefing about data generation, including our interviews and dialogues with people outside the inquiry group, was a regular part of our work together as inquiry members. In this way we paid attention to becoming reflexive as co-inquirers, supporting each other to pay attention to the ways in which our activities influenced the inquiry unexpectedly or unintentionally, and to check the alignment with our inquiry principles. This type of data collection took anywhere from ten to 60 minutes, but generally not longer than 30 minutes. We planned to digitally audio record all the interviews and conversations. On the rare occasions when there were no facilities available for digitally recording, or when it was forgotten by an inquiry member, notes were made of key points during the conversation, checked at the time with the person being interviewed and fleshed out afterwards. Photos were made of any creative expressions or association cards chosen. During CCCI meetings During an inquirymeeting, as in practice,wemoved fromstep iii, creative expression, into step iv, dialogue, as shown in Figure 4 . 5 . There were several points requiring attention at this stage in the process during the group meetings. We needed to pay attention to turn taking and making sure we reserved time for everybody to participate in the dialogue. We put effort into capturing and recording insights and ideas as theywere first spoken, as it was often difficult to recreate the first reactions, and to doing this in some form that was visible to all those participating. We used a beamer and laptop for this, or a flip-chart and marker pens. Additionally, it was important to reserve time specifically for asking critical questions and checking for alternative explanations, if this did not happened spontaneously. These conversations in practice or during the CCCI meetings involved more, then, than a sharing of ideas or describing one’s standpoint. Theywere a collective uncovering of meaning, critical and creative deconstruction and reconstruction of understandings and co-construction of new meanings, understandings and knowledge.