Donna Frost

Chapter 8 272 Table 8 . 1 Potential starting points when beginning a journey to develop professional artistry Potential hurdle or source of support Challenge More supportive alter- native 1 Work culture Working in a context where professional artistry is not valued Working in and working to create and nurture a context were professional artistry is valued 2 The understanding of / experience of one’s own expertise Making the transition from expert to novice, building up expertise again in a different (clinical) area Understanding the characteristics of one’s own expertise and professional artistry and learning to transfer these understandings to new settings. 3 Professional support Having no community of like-minded individuals around you / feeling alone Finding and/or working to create and nurture a (small) community of like-minded people to be part of 4 Developmental focus (where we place the fo - cus, so, where the focus of development lies. Paying only sporadic attention to the development of professional artistry in one’s practice Paying sustained attention to understanding and developing professional artistry in one’s pratice 5 Mental model / as - sumptions / convictions Viewing professional artistry as something we ‘do’ Viewing professional artistry as a way of being which imbues our doing, knowing and becoming. The use of the CCCI design, both the lemniscate and the procedures for co-creation of meaning and knowledge, is recommended as an effective and tested framework for collaborative inquiry into phenomena of interest within nursing, particularly when those phenomena are embodied. The CCCI lemniscate (reproduced in Figure 8 . 5 ), or parts thereof, can also be used in local practice situations. If setting up a complete inquiry group is unrealistic, using the steps of the lemniscate to guide practice observations followed by creative response and dialogue is an alternative starting point.