Donna Frost

Chapter 3 80 2010 ). The facilitator enables these processes by helping others to become aware of the embodiment and by noting the transition from ‘doing’ research to ‘being’ researchers (Titchen, 2018 ). Enacting this principle entails the facilitator, in the first instance, and later the group collectively, being able to create and hold a safe space during group meetings, facilitating the sharing of values and assumptions, supporting collaborative decision making and research planning, and being aware of and able to articulate these processes to make them visible. This principle is congruent with the aims and assumptions of co-operative inquiry, where human flourishing is also seen as the ultimate aim (Heron & Reason, 1997 , 2001 ). Strict application of Heron’s ( 1981 , 1986 , 1996 , 2001 ) democratic principles, however, mean that anyone involved in data generation during research should be involved in interpretation and use of that data (Heron, 1996 ; Heron & Reason, 2001 ). In this study, the stories, voices, experiences and meaning making of the people at the ‘edge’ of the inquiry in terms of research activity, for example students and colleagues of the nurses in the inquiry groups, and patients, residents and their family members, were essential to coming to understand the nature of professional artistry in nursing and the ways in which it could be facilitated. A particular challenge associated with this methodological principle, therefore, was enabling the involvement of such stakeholders in ways that promote flourishing. Within this study, rather than protecting the people at the periphery of the study from involvement and thereby excluding their voices and points of view, attention was paid to creating conditions for mutual learning, growth and human flourishing for all involved in the study (cf. Bishop, 2005 ; Smith, 2005 ; Archibald, 2008 ; Bishop, 2015 ; Smith, 2015 ), not just the members of the inquiry groups. Critical and creative ways of doing and being Valuing and creating room for critical and creative processes and for critical and creative ways of being match the philosophical assumptions of this study. They are alsomethodological principleswithin both co-operative inquiry (Heron, 1996 ; Heron & Lahood, 2008 ) and critical creativity as methodology (McCormack & Titchen, 2006 ; Titchen & McCormack, 2008 , 2010 ). The assumption, and key point, is that understandings are deeper and more complete, and procedures more rigorous, when there is room for both artistic and cognitive processes, understandings and critique within the inquiry process. Cardiff ( 2014 ) in his PhD research into person- centred leadership shows how ‘the use of creativity can help surface embodied