Donna Frost

Design and methods 95 4 (McCormack & McCance, 2010 , 2017 ) were therefore used to guide engagement and decision making with potential participants, as suggested by McCormack ( 2003 ), alongside the metaphorical principles for human flourishing within critical creativity, described by Titchen and McCormack ( 2010 ) and McCormack, Titchen, and Manley ( 2013 ). We facilitated a process of coming to understand what was important to the person considering or consenting to participation and exploring to what extent involvement in the research could benefit them. We were open, as well, about our own motivations, as members of the inquiry groups. During data generation we were transparent about the roles of everyone present and prepared to cease inquiry activities if anyone present did not want to continue. As explained later in the chapter, the use of art and creative expression played a prominent role in this inquiry to help in surfacing and making visible the less tangible aspects of the experience of receiving, delivering or learning nursing care: those things that are felt or sensed yet hard to put into language. Although working in creative ways can be emotionally demanding (Sinding, Gray, & Nisker, 2008 ), both Sinding et al. ( 2008 ) and de Freitas ( 2008 ) suggest that the use of creativity can contribute to the reciprocity of the research process by opening up a ‘space of indeterminacy’ (de Freitas, 2008 , p. 474 ) in which participants can engage with their experiences and responses and create newmeaning. This aspect of the research, combined with the person-centred approach to process consent, created conditions in which participation in the CCCI could also benefit those at the periphery of the inquiry. This topic is returned to, where relevant, in the description of the research methods. Establishing and maintaining the inquiry groups Working together in collaborative inquiry groups requires ongoing attention to the creation of a safe and fruitful space for collaborative investigation (Heron, 1996 , 2001 ; Titchen & McCormack, 2010 ; Traeger & Norgate, 2015 ). This meant establishing a cycle of action and reflection (Bray et al., 2000 ), creating protected time, paying attention to the physical, metaphorical and metaphysical space (McCormack & Titchen, 2014 ; Titchen, 2018 , 2019 ), transitioning in and out of these spaces, and paying attention to the ways of working together in the group and commitment to the inquiry processes while in clinical practice. Agreeing ways of working together, initially and throughout the inquiry Ways of working together in collaborative research need to be explicitly agreed and intentionally articulated (Heron, 1996 ; Bray et al., 2000 ; Bridges & McGee,