Donna Frost

The critical creative collaborative inquiries in action 171 5 Metaphorical principles Summary of Titchen & McCormack’s ( 2010 , pp 539 - 542 ) explanation (emphasis in original in table on p. 540 ) Examples of how each principle was enacted within the CCCI Remaining open to one’s own vari - ous ways of being, including being a novice researcher, facilitator or writer. Flowing with turbulence Using emotional and spiritual intelligences to cope with and work with turbulence as it challenges us emotionally, creatively and spiritually. Paying attention to own and others’ feelings and to questions of meaning and value as the edges of what is known are pushed at and stretched. Participation highlighted & i ntensified the already present challenges in our work. Paying attention to our own needs for emotional safety & being able to leave a meeting, for e.g. with a sense of meaning & substance, even when we were pushing at the edges of our understanding. Supporting each other in questioning what we thought we knew & in dealing with a loss of certainty. Supporting each other to deal with the daily reality of practice & prac - tice contexts Concluding remarks In this chapter the members of both inquiry groups have been introduced and examples of the ways in which each group inquired together, to better understand professional artistry, have been given. Particular attention has been paid to the use of metaphor and other symbolic language, co-inquiring together in practice situations, transparency when working in two languages, working reflexively and coming to embody the principles of critical creative inquiry. The role of embodied experience coupled with cognitive and artistic critique and reflection, enabling reflexivity, has been explicated. In the next two chapters the focus turns to the findings of the CCCI with respect to the nature of professional artistry in nursing practice (Chapter 6 ) and the ways in which we facilitated its development (Chapter 7 ).