Donna Frost

Chapter 8 264 In retrospect, the inquiry design, particularly the CCCI lemniscate, helped enable embodied learning precisely at these moments of incongruence and dissonance. These moments were rich in learning potential, for example with respect to working with multiple intelligences and ways of knowing (Titchen, 2009 , 2019 ). This research, particularly the NPI, demonstrates that critical and creative reflective dialogue can happen in a period of ten to fifteen minutes on the workfloor. Such ‘intermezzos’ provide both inspiration and an energy boost, nurturing embodied learning in ‘real life’ nursing contexts. Furthermore, they anchor and ‘hold’ the embodied experience and initial explication of it, making it possible to return to that moment later for further exploration and meaning making. Inclusive and particularised collaborative inquiry in themidst of practice The challenge of how to involve people at the periphery of the inquiry in ethical ways is one that took up a lot of my energy in the early phases of the project. During the writing of the proposal and in the early stages of the RNI, when I was inviting people to be interviewed, I experienced this as an ethical dilemma. Looking back it is evident that this feeling had to do with a mis-match between what I knew to be possible, bodily and spiritually, and what I ‘understood’ intellectually to be the rules and principles of co-operative inquiry (Heron, 1996 ; Bray et al., 2000 ). As well, it had to do with my framing of the situation: I viewed the participation of people outside the inquiry groups as a thorny issue, a problem that needed to be solved in a way that protected the interests of the potential participants, via structured and official informed consent procedures, and of myself as researcher, via signed informed consent forms. What I came to understand, through authentic engagement with the people at the periphery of the inquiry, was that via this very engagement I naturally became interested in their perspective, not only about professional artistry, but concerning their decision to participate in the research. What meaning and importance did participation in this inquiry have for them? What did they want to share? What interests of theirs were met by participating? My starting point was to consider each person to be a self determining individual capable of deciding for themselves what they wanted to share and how. These were principles I had written about in my proposal. But I didn’t come to feel them or properly understand them until I found myself in the middle of enacting them. The issues of power and the potential for manipulation did not, of course, disappear. It was certainly up to me and other inquiry group members to be open and ethically