Donna Frost

Chapter 7 234 inquiry practice observations and CCCI meetings. Other opportunities to flex our professional artistry muscles were noted when role modelling nursing care. Inquiry members discovered the impact of articulating their strategies and intentions shortly afterward or by beginning the conversation by asking the student to describe what he or she had witnessed. They experimented with inviting students to consider what they had noticed with their senses during the witnessed encounter, or what they had felt, perhaps what had made them uncomfortable for example. In this way the inquiry members created space for students to pay attention to bodily messages and showed as well that they considered such ways of knowing to be legitimate. As Lilian explained in her journal entry, she ‘does things differently now’, paying attention to a much broader spectrum than ‘communication skills’ or clinical knowledge when coaching students. She represented this with a photo of bright flowers. Figure 7 . 7 ‘I do things differently now’ (Lilian-RJ 20140915 -Photo 001 ) Further, the inquiry members began inviting people who came to them for advice to consider their practice in terms of emotions, feelings or the impact on self and others; inviting colleagues to share moments they were proud of with each other and to then explore why, and introducing creative ways of looking at practice or performance evaluation in teammeetings or performance appraisals. In preparation for the yearly performance appraisal, for example, nurses were expected to collect feedback from a number of colleagues. During the RNI the inquiry members