Using cooperative inquiry and clinical supervision to improve practice

District nurses and a nurse lecturer used the process of co-operative inquiry (Heron, 1996; Reason and Heron, 2001) to research the value of regular, critical reflection in developing their practice. Stories and metaphor were shared and appraised through (i) supportive challenge and (ii) talking that critically informed learning (rather than reinforcing opinions or moaning). These methods were informed by clinical supervision and action research literature. The co-inquiry process made overt our tendencies to hide and the merit in sharing and in being ourselves, authentic (Hartrick 1997; McCormack 2003). In place of professional attitudes that present a 'we know best' stance, we are improving our nursing and education work through engaging more personally with others. Our relationships and humour help us to seek more holistic appreciation of experience than solitary self-reflection can provide, and we need dedicated time for this social, more critical appreciation.