Donna Frost

Concept analysis 51 2 frames the problem and therefore determines what he or she will pay attention to, the practitioner remains open to being influenced by the on-going and unfolding process. Klemola and Norros ( 2001 ) describe this as on-going sense-making and share how the anaesthetists in their study used action to test their unfolding hypotheses (cognitive or not). Similarly, Henderson ( 2001 ) regards the professional as engaging in inquiry during professional encounters and emphasizes that a professional can increase their understanding of a situation by trying to change it. Dawning insights or understandings indicate, in Schön’ s terms, that the professional has transformed an uncertain practice situation into a solvable challenge. The idea of perceiving holistically is discussed invarying terms in the literature. Some (eg. Andresen and Fredericks, 2001 ; Austen, 2010 ) say rationality is heightened and transcended, others that rationality is bypassed (eg. Lehmann, 2008 ; Lloyd, 2008 ). When sufficiently attuned to the client and the practice situation the professional recognises nuance, patterns and deviations from patterns (eg. Conway, 1996 ; Gramling, 2004 ), perceives visible and invisible aspects of practice (eg. Fish, 1998 ; Beeston and Higgs, 2001 ; Finfgeld-Connett, 2008 ), and asks powerful verbal and non-verbal questions in their dialogue with the practice situation (eg. Klemola and Norros, 2001 ; Grainger, 2003 ). Going beyond Schön, Andresen and Fredericks ( 2001 ) discuss the idea that solutions emerge from the problem or stillness, seemingly of their own volition, presenting themselves as the obvious course of action (cf ‘U’ theory, in Senge et al., 2005 , and discussed in relation to critical creative research in Titchen and Niessen ( 2011 )). The practitioner is in any case able to pay attention in the moment (Cherry and Higgs, 2011 ) while also ‘hanging above’ the situation, perceiving, experiencing and coming to understanding with all their senses (Palus and Horth, 2002 ; Austin, 2010 ). As McIntosh ( 1996 ) emphasizes, much of this remains invisible to others. Contextualised understanding (eg. Gore et al., 2000 ; Paterson et al., 2005 ) and on the spot decision making (eg. Fish and de Cossart, 2007 ) are enabled by the blending of knowledge and information from diverse sources (eg. Beeston and Higgs, 2001 ), a process which requires flair and creativity (eg. Grainger, 2003 ). Titchen ( 1998 ; 2000 ; 2009 ; 2019 ), uniquely, names and explicates these processes in their entirety. Summarized as ‘synchronicity, attunement, flowing, interplay energy, melding-blending-harmonising, synthesis and balance’ (Titchen, 2019 , pp. 52 - 53 ) these professional artistry processes enable the professional to respond uniquely, intelligently, appropriately and creatively to the particular set of circumstances at hand. In other words, the processes enable the professional to meld and blend the