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Contributors <p>Foreword</p> <p>Introduction</p> <p>Abbreviations</p> <p><b>Section One: The Context</b></p> <p><b>1. From Artistry in Practice to Expertise in Developing</b></p> <p>Person-Centred Systems: A Clinical Career Framework</p> <p>Kim Manley, Angie Titchen and Sally Hardy</p> <p>Introduction</p> <p>The context of nursing practice expertise</p> <p>Nursing practice: person-centred expertise</p> <p>Expertise in developing person-centred systems</p> <p>Four domains of person-centred expertise</p> <p>The clinical career framework</p> <p>Summary</p> <p>References</p> <p><b>2. Practitioner Research</b></p> <p>Brendan McCormack</p> <p>Introduction</p> <p>Practitioner research – the context</p> <p>Practitioner research – what is it?</p> <p>The transformative potential of practitioner research</p> <p>Emancipatory action research</p> <p>Emancipatory practice development</p> <p>Transformational practice development</p> <p>Operationalising methods of practitioner research through reflexivity</p> <p>Conclusions</p> <p>References</p> <p><b>3. A Kaleidoscope of Nursing Expertise: A Literature Review</b></p> <p>Angie Titchen and Sally Hardy</p> <p>Patterns and colours</p> <p>Professional artistry</p> <p>References</p> <p><b>Section Two: Practitioner Examples</b></p> <p><b>4. Transformational Impact of the Expertise in Practice Project</b></p> <p>Maeve McGinley</p> <p>Introduction</p> <p>Section one: starting the journey</p> <p>Section two: a new beginning</p> <p>Conclusion</p> <p>References</p> <p><b>5. Working with Critical Companionship</b></p> <p>Angela Brown and Karen Harrison</p> <p>What is a critical companion?</p> <p>Professional artistry</p> <p>Endings and potential</p> <p>Acknowledgements</p> <p>References</p> <p><b>6. Critical Companionship – The Lived Experience</b></p> <p>Alison Greggans and Margaret Conlon</p> <p>Introduction</p> <p>Acknowledgements</p> <p>References</p> <p><b>7. Expertise in Practice – Older People</b></p> <p>Jonathan Webster</p> <p>Introduction</p> <p>Developing practice with older people</p> <p>Conclusion</p> <p>Acknowledgments</p> <p>References</p> <p><b>8. The Role of the Consultant Nurse and Research in Articulating Exper</b>tise</p> <p>Cheryl Crocker</p> <p>Introduction</p> <p>Developing a nursing technology</p> <p>Technology transferred</p> <p>Conclusion</p> <p>References</p> <p><b>9. The Impact of Clinical Expertise on Patient Care in Rheumatology</b></p> <p>Sarah Ryan</p> <p>Introduction</p> <p>Section 1: caring for patients with RA</p> <p>Section 2: nurse-led clinics: added value to patient care</p> <p>Evaluating practice</p> <p>Section 3: the effectiveness of nursing interventions</p> <p>Conclusion</p> <p>References</p> <p><b>10. Exploring the Relationship between Education Expertise and Nursing Practice</b></p> <p>Nancy Jane Lee</p> <p>Introduction</p> <p>A professional doctorate</p> <p>Conclusion</p> <p>References</p> <p><b>11. Critical Creativity in the Development of Clinical Nurse</b></p> <p>Specialists’ Practice</p> <p>Liz Henderson</p> <p>Introduction</p> <p>Critical creativity: a new paradigm for PD</p> <p>Developing expertise as a facilitator</p> <p>Methodology and design</p> <p>The developmental journey</p> <p>Making use of care stories</p> <p>Evaluating the impact of the programme</p> <p>Conclusion</p> <p>Acknowledgement</p> <p>References</p> <p><b>Section Three: Methods and Resources for Revealing Practice Expertise</b></p> <p><b>12. Developing Expertise through Nurturing Professional Artistry in the Workplace</b></p> <p>Angie Titchen</p> <p>Introduction</p> <p>Professional artistry dimensions</p> <p>Creating the conditions</p> <p>Concluding remarks</p> <p>Acknowledgements</p> <p>References</p> <p><b>13. Revealing the Hidden Treasures of Practice Expertise</b></p> <p>Sally Hardy</p> <p>Principle methods for transformation</p> <p>Qualitative 360º feedback</p> <p>Recommendations</p> <p>Recommendations</p> <p>Using narratives (patient and staff stories)</p> <p>Reflexivity (reflection into critically appraised action)</p> <p>Conclusion</p> <p>References</p> <p>Additional resources for developing practice expertise</p> <p><b>Section Four: Concluding Remarks</b></p> <p><b>14. A Final Turn of the Kaleidoscope</b></p> <p>Sally Hardy, Angie Titchen, Kim Manley and Brendan McCormack</p> <p>Interrelated journeys</p> <p>Index</p>

<b>Sally Hardy</b> is Director of Research & Practice Development at the Royal Children’s Hospital, Melbourne, Honorary Associate Professor at Monash University, Melbourne, Research Fellow with the Murdoch Children’s Research Institute, Melbourne, Senior Research Fellow, Royal College of Nursing Institute London and Deputy Director of Nursing Research at the University of East Anglia, Norwich England. <br /> <p><b>Angie Titchen</b> is Clinical Chair , The Knowledge Centre for Evidence Based Practice, Fontys University of Applied Science, The Netherlands, Visiting Professor, University of Ulster, Northern Ireland and Associate Fellow, University of Warwick, England.<br /> </p> <p><b>Kim Manley</b> is Head of Practice Development, Royal College of Nursing Institute, London, and Visiting Professor of Nursing, Bournemouth University, England<br /> </p> <p><b>Brendan McCormack</b> is Professor of Nursing Research University of Ulster, Adjunct Professor at Monash University, Victoria Australia and Visiting Professor at University of Technology Sydney.</p>

<i>Revealing Nursing Expertise Through Practitioner Inquiry</i> explores and reveals the often hidden workings of ‘expert practitioners’. It provides valuable insights into developing practice expertise and how expert nursing practice is a key influence on health care practice. <p>The editors and contributors present evidence around the interconnected components needed to support and enable nurses in their practice settings, to further develop and refine nursing practice expertise.</p> <p>Part 1 explores the current context of practice expertise and the process of practitioner inquiry. Part 2 examines the evidence for practice expertise, using exemplars from the ‘Expertise in Practice Project’. This includes perspectives of practitioners developing their expertise in diverse areas of clinical practice as well as of those who facilitate practitioners to develop and articulate their practice expertise. Part 3 explores the development of portfolios of evidence that demonstrate expertise, examines models and approaches to facilitation, and provides a toolkit of resources.</p> <p><i>Revealing Nursing Expertise Through Practitioner Inquiry</i> provides important evidence to support the claim that expert nurses change patients’ worlds as well as transforming practice, workplace performance and organisational wide service developments.</p> <ul> <li>Provides a framework for exploring and developing nursing expertise</li> <li>Enables nurses to articulate their expertise and examine their own practice</li> <li>Offers practical guidance on facilitating inquiry-based practitioners</li> <li>Draws on results of the RCN Expertise in Practice Project</li> <li>Written collaboratively by practitioners, practice developers and nurse academics</li> </ul>

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