Donna Frost

Concept analysis 43 2 occupational therapy (Williams & Paterson, 2009 ), research (Titchen et al., 2007 ; van Lieshout, Titchen, McCormack & McCance, 2015 ) and the facilitation of practice development within healthcare settings (McCormack et al., 2013 ; Titchen & McMahon, 2013 ). Bond and Wilson ( 2000 ) and Fish and de Cossart ( 2007 ) argue, in fact, that all professional practice situations involving people can be described as unique and unusual. A concrete example is given byWright ( 2004 ) as he describes his observations of an experienced nurse delivering ‘basic’ care during an ordinary day on the ward. He witnessed 76 decisions being made in 15 minutes before he lost count. Wright described the bombardment of stimuli as mind-boggling. Researchers such as Kahneman ( 2011 ) do point out, however, that although such situations are complex, and to a stranger perhaps overwhelming, to the professional they are full of familiar elements. These aspects enable the professional to find their bearings, react appropriately and recognise unusual events within the encounter. According to the chief theoretical and research based works consulted for this analysis, it is professional artistry that enables professionals to cope and be effective within complex and challenging practice situations (eg. Schön, 1983 ; Fish & de Cossart, 2006 ; Titchen, 2009 ; eg. Austen, 2010 , 2019 ). 2 . Professional artistry is demonstrated by professionals well prepared for the encounter Way of being. Wise learner. Reflexive, expert, creative: prepared. Practitioners demonstrating professional artistry come prepared to the professional encounter (Henderson, 2009 ; Titchen, 2009 ), even if they are not aware, or entirely aware, of that preparation (Manley, 2008 ; Manley et al., 2009 ). ‘Coming prepared’ is an antecedent of professional artistry; the professional must have built up a repertoire of responses and developed a certain way of being in their professional life preceding this particular encounter, preparing them for the situation they now face. As well, these same characteristics can be viewed as outcomes of professional artistry. Paterson et al ( 2006 b), for example, stress how practicing with artistry requires reflexivity from, but also results in reflexivity in, the practitioner. As practitioners practise in challenging situations their personal and professional capacities will continue to develop. The variety of personal and professional characteristics associated with professional artistry in the literature are summarised in Table 2 . 4 and discussed in the text below. For readability the sources are not generally listed in the discussion: the reader is referred to Table 2 . 4 .