Creating a Community of Inquiry Creating a Community of Inquiry : - - PDF document

10/7/2019 1

LaVera Crawley, MD, MPH LaVera Crawley, MD, MPH LaVera Crawley, MD, MPH LaVera Crawley, MD, MPH

Director of Spiritual Care and Clinical Pastoral Education Director of Spiritual Care and Clinical Pastoral Education Director of Spiritual Care and Clinical Pastoral Education Director of Spiritual Care and Clinical Pastoral Education ACPE Certified Educator ACPE Certified Educator ACPE Certified Educator ACPE Certified Educator California Pacific Medical Center California Pacific Medical Center California Pacific Medical Center California Pacific Medical Center San Francisco, CA San Francisco, CA San Francisco, CA San Francisco, CA

Creating a Community of Inquiry Creating a Community of Inquiry Creating a Community of Inquiry Creating a Community of Inquiry:

: : :

A Beginner’s Guide to Research Competency (Pt 3) A Beginner’s Guide to Research Competency (Pt 3) A Beginner’s Guide to Research Competency (Pt 3) A Beginner’s Guide to Research Competency (Pt 3)

1st Webinar (Feb. 18, 2016) Review: How to Speed Read a Research Article:

• Identified the differences between types of research

approaches

• Identified strategies for finding research literature

and accessing research articles relevant to chaplaincy

• r spiritual care
• Used a method for “speed reading” research articles

2nd Webinar (Mar. 23, 2017) Review: Where’s the Evidence – Intro to Evidence-Based Practice

• Gain a critical transdisciplinary understanding of EBP
• Learn a standard method for practicing Evidence-

based Pastoral Care to inform best practices in the field

• Identify strategies for finding “evidence” relevant to

chaplaincy or spiritual care practice

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Today’s Program Objectives

By the end of this webinar, participants:

• Appreciate the value of curiosity and community

for creating new knowledge or using existing knowledge in new ways.

• Learn strategies for applying Collaborative Inquiry

Practices to topics of interest.

• Learn ways to form communities of inquiry to

reinforce and support research competency.

NACC Certification Competencies Covered by the Webinar: ITP6, OL2.1.

Part 1: Cultivating a Culture of Inquiry

• Review of Evidence-Based

Practice

• EBP and the Culture of Inquiry
• What are Beautiful Questions?

Part 2: Tools and Strategies for Creating a Community of Inquiry

• A Brief Introduction to

Collaborative Inquiry

• Ideas for Forming your own

Communities of Inquiry

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Review of --Based Practice (EBP)

EBP is the conscientious, explicit, and judicious use of the:

• Best available research evidence …
• … about a given patient population (with their specific

characteristics, needs, values, and preferences)

• and the environmental and organizational context,
• factoring in other relevant resources – including multi-

disciplinary practitioner expertise

to make decisions about the care of individual patients or groups of patients.

Review of --Based Practice (EBP) HOW do you know if the care you

provide is effective? WHAT IF there were better ways to provide care?

EBP provides specific research methodologies for answering questions like: WHY is it critical for chaplaincy to

become evidence-based?

WHY it is critical for chaplaincy to contribute to

• Based Research

to Transdisciplinary Evidence-Based Practice Model from Original EBM Model (silo)

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Q: How can non-research trained spiritual care providers begin to develop an -Based Mindset? A: Cultivate a Culture of Inquiry

OBJECTIVE #1: Appreciate the value of curiosity and community for creating new knowledge or using existing knowledge in new ways.

Cultivating a Culture of Inquiry

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Cultivating a Culture of Inquiry

“A culture of inquiry is an organizational

culture and environment where there is a zeal for questioning and learning; a quest to understand and constantly improve the status quo.”

Jaynelle Stichler, (2018)Health Environments Research & Design Journal (2018)

Cultivating a Culture of Inquiry

5 Signs that suggest you have a Culture

• f Inquiry:
• 1. Time is made available for

generating questions.

• 2. Opportunities and

resources for exploring questions are encouraged and supported.

• 3. Questioning doesn’t stop

at the answers.

• 4. Learning from questions is

collaborative.

• 5. “Beautiful questions” are

welcomed… questions about the questions – even more so!

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5 Barriers to Cultivating a Culture of Inquiry:

1. Myth: It takes time, resources or support that you don’t have. 2. Myth: Inquiry = highly complicated research methods = “something I am not trained to do.” 3. Complacency and resistance to change. 4. Attempting to go it alone. 5. Not knowing what to ask.

Is there a a Culture of Inquiry in your workplace?

What are some of the indicators that your organizational or department culture encourages a culture of inquiry? What obstacles prevent you from exercising your curiosity?

(Use the chat feature in Zoom to list some of the indicators from your workplace.)

What is a Beautiful Question?

“A Beautiful Question is an

ambitious yet actionable question that can shift the way we think about something and may serve as a catalyst for change.”

Warren Berger

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A Beautiful A Beautiful A Beautiful A Beautiful Question Question Question Question:

If they could put a man on the moon, WHY can’t they make a better prosthetic foot

What is a Beautiful Question?

“If they could put a man on the

moon, WHY can’t they make a better prosthetic foot? “WHAT IF a human leg could be more like a cheetah’s?” “HOW could I test that out?”

Phillips’ Phillips’ Phillips’ Phillips’ Beautiful Beautiful Beautiful Beautiful Questions Questions Questions Questions led to a led to a led to a led to a breakthrough breakthrough breakthrough breakthrough in athletic in athletic in athletic in athletic prostheses prostheses prostheses prostheses

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What are your What are your What are your What are your Beautiful Beautiful Beautiful Beautiful Questions Questions Questions Questions? ? ? ?

(Use the chat feature to list a “why?” “what if?” or “how” question that arises from your work as a spiritual care provider

• r from your work environment.)

Moving from Asking to Moving from Asking to Moving from Asking to Moving from Asking to Action: Introduction to Action: Introduction to Action: Introduction to Action: Introduction to Action Research Methods Action Research Methods Action Research Methods Action Research Methods

• OBJECTIVE #2: Learn

strategies for applying Collaborative Inquiry Practices to topics of interest.

Collaborative inquiry: An Collaborative inquiry: An Collaborative inquiry: An Collaborative inquiry: An accessible relevant approach to accessible relevant approach to accessible relevant approach to accessible relevant approach to chaplaincy research chaplaincy research chaplaincy research chaplaincy research

Mar-Apr 2013 Vision

• The Action Research (AR) family of practices

used in the fields of education, leadership development, and healthcare provides alternative orientations toward inquiry that are more naturally resonant with and familiar to the work of chaplaincy.

• One such AR practice called Collaborative or

Cooperative Inquiry (CI) places emphasis on forming learning communities among peers who collectively create knowledge as they strive to answer a question of importance to their work and practice.

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3 Pillars of 3 Pillars of 3 Pillars of 3 Pillars of Collaborative Inquiry Collaborative Inquiry Collaborative Inquiry Collaborative Inquiry

(1) a group of peer-inquirers; (2) an evolving question shaped by all members of the group; and (3) repeated cycles of action and reflection on the inquiry question.

Making Our Case(s): An Example of CI in Action Making Our Case(s): An Example of CI in Action Making Our Case(s): An Example of CI in Action Making Our Case(s): An Example of CI in Action

George Fitchett (2011) Making Our Case(s), Journal of Health Care Chaplaincy, 17:1-2, 3-18

An Inquiry into the Case Study Method as a Source for the Evidence basis of Chaplain’s Spiritual Care

4 Phases of Collaborative Inquiry Method 4 Phases of Collaborative Inquiry Method 4 Phases of Collaborative Inquiry Method 4 Phases of Collaborative Inquiry Method

• 1. Forming a collaborative community
• Finding peers with shared interest, passion, and commitment to the inquiry

topic

• 2. Creating conditions for group learning
• Identifying the initial inquiry question
• Agreeing on group processes for working together
• 3. Acting on the inquiry question (Action)
• Each peer uses their work and clinical environment to explore the question

through observation and data collection*

• 4. Making meaning by constructing group knowledge

(Reflection)

• The group collaboratively reflects on the data and information gathered and

generates new questions.

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Spiritual Dimensions

• f Dying

across Functional Diseases Trajectories: A Proposed CI Project

Example #2:

Spiritual Dimensions

• f Dying

across Functional Diseases Trajectories: A Proposed CI Project

The idea began as “beautiful questions”:

• Why does function define the trajectory of

dying?

• What if spiritual needs show a different pattern?
• How might spiritual care providers contribute

new insights about the process of dying?

Spiritual Dimensions

• f Dying

across Functional Diseases Trajectories: A Proposed CI Project

Project Objectives:

• to identify the spiritual needs that arise for three

populations: 1. patients who are facing serious life- threatening conditions where death is an imminent possibility; 2. their families and loved ones; and 3. the medical caregiving staff serving those patients and families.

• to identify how these needs differ based on

patterns of functional status decline.

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Spiritual Dimensions

• f Dying

across Functional Diseases Trajectories: A Proposed CI Project

• 1. Phase one: formation of a group of peers with shared

interest and commitment to the inquiry topic. This CI group will be formed by CPE trained chaplain peers.

• 2. Phase two: creating conditions for group learning. Initial

team meetings will focus on:

• rientation to the project and method
• getting acquainted with their peer co-researchers
• identifying group processes needed for working together
• identifying the initial inquiry question and its parameters,
• 3. Phase three (Action): using experience to gather data. Peer-

researchers use their work and clinical environments to explore the inquiry question(s).

• 4. Phase four (Reflection): making meaning and constructing

new knowledge. Peers come together periodically to reflect collaboratively on those experiences. Through the proposed 11-week period of repeated cycles of action and reflection, initial questions would be refined and modified with growing insights. Supplemented by readings and

• ther information resources, new questions may emerge that

will be subjected to further action and reflection.

• OBJECTIVE #3: Learn ways to form communities of

inquiry to reinforce and support research competency.

Ideas for Forming Your Own Community of Inquiry Ideas for Forming Your Own Community of Inquiry:

• Does your work environment support of culture of inquiry?
• If so, how can you leverage that support to create
• pportunities for collaborative inquiry?
• What other communities can you tap into or create to form a

community of inquiry?

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10/7/2019 12 Ideas for Forming Ideas for Forming Ideas for Forming Ideas for Forming Your Own Your Own Your Own Your Own Community of Community of Community of Community of Inquiry: Inquiry: Inquiry: Inquiry:

Let’s hear from Let’s hear from Let’s hear from Let’s hear from you! you! you! you! Today’s Program Objectives

By the end of this webinar, participants:

• Appreciate the value of curiosity and community

for creating new knowledge or using existing knowledge in new ways.

• Learn strategies for applying Collaborative Inquiry

Practices to topics of interest.

• Learn ways to form communities of inquiry to

reinforce and support research competency.

NACC Certification Competencies Covered by the Webinar: ITP6, OL2.1.

THANK THANK THANK THANK-

• YOU!

YOU! YOU! YOU!

Creating a Community of Inquiry Creating a Community of Inquiry Creating a Community of Inquiry Creating a Community of Inquiry:

: : :

A Beginner’s Guide to Research Competency (Pt 3) A Beginner’s Guide to Research Competency (Pt 3) A Beginner’s Guide to Research Competency (Pt 3) A Beginner’s Guide to Research Competency (Pt 3)

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References

• A More Beautiful Question. Warren Berger, 2014; Bloomsbury Press
• Collaborative inquiry: An Accessible, relevant approach to chaplaincy research. NACC Vision, Mar-Apr 2013.

https://www.nacc.org/vision/2013-mar-apr/collaborative-inquiry-an-accessible-relevant-approach-to- chaplaincy-research-by-lavera-crawley/

• Collaborative inquiry in practice: Action, reflection, and meaning making. Thousand Oaks: Sage Publications
• Inc. (2000).
• Fitchett, G. Making our case(s). J Health Care Chaplain, 17(1-2), 3-18.
• McArdle, K. L. (2002). Establishing a co-operative inquiry group; the perspective of a ‘first-time’ inquirer.

Systematic Practice and Action Research, 15(3), 177-189.

• Reason, P., & Bradbury, H. (2006). The handbook of action research. Thousand Oaks: Sage Publications Inc.
• Reason, P., & Heron, J. (1999). A short guide to co-operative inquiry. Retrieved January 22, 2013, from

www.human-inquiry.com/cishortg.htm

• Chapter 4: Identifying the Research Questions. In: Handbook: An Invitation to Chaplaincy Research: Entering

the Process https://www.healthcarechaplaincy.org/docs/publications/templeton_research/handbook_full_draft.pdf

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