Donna Frost

Chapter 8 270 Contribution to the body of knowledge and implications for nursing Tomy knowledge this is the first sustained collaborative investigation of professional artistry in nursing reported in the literature. It is also the first to develop and test a critical, creative, collaborative process to enable groups of nurses to inquire together into their artistry. This research demonstrates that despite the paradoxical nature of both professional artistry and the facilitation of its development, it is possible within busy, real life nursing environments for nurses to engage in an iterative and systematic process of embodied learning through which they can develop shared understandings of their professional artistry and to experience both perspective transformations and further development of their professional artistry. It is furthermore possible for inquiring practitioners to enable ethical involvement of their colleagues, patients and other stakeholders in co-creation of these understandings. This study demonstrates that with the right support and facilitation ‘in the background’ a facilitator fairly new to the principles of critical creativity can effectively support and guide groups of nurses to work within a critical, creative collaborative framework as they engage in embodied learning. The implication of these conclusions, for nursing educators, practice developers, nurses and other health professionals, is that it is beneficial to embark on and invest in this transformational process. It implies moreover that nurturing professional artistry in nursing and investigating it via systematic inquiry are worthwhile endeavours which should be undertaken if we are to realize the espoused values of the nursing profession. Further, the CCCI design can support professionals to inquire together into understanding and further development of their embodied practices. The patterns of engagement described in Chapter 6 and discussed earlier in the present chapter expand the body of knowledge around professional artistry. These patterns illuminate five concrete and observable ways of being and doing that, taken together, contribute to human flourishing and expanding the space for becoming. The patterns of engagement can be used to both recognise and support development or further development of professional artistry in nursing practice. The findings of this investigation reveal the ways in which the development of professional artistry innursingcanbe facilitated. Theparadoxical and interconnected nature of this embodied praxis have been emphasized. As well, several strategies for enabling the necessary commitment, supporting risk taking and recognising