Browsing by Person "Kinsella, Niamh"

Now showing 1 - 8 of 8

Articulating expertise and professional artistry: New methodological principles for critical creative research
(SAGE, 2019-08-01) Kinsella, Niamh; Pentland, Duncan; McCormack, Brendan; Burns, Jane
This poster presents a critical perspective of a methodology for research that facilitates articulation of professional artistry and expertise in practice with persons living with dementia. This critical perspective was developed during research which intended to explore the principles and philosophy underpinning professional artistry or expert practice with occupational therapists. Existing literature in occupational therapy reflects a concern with developing and expressing the principles of professional artistry, practice expertise and professional judgement (Mattingly 1991, Turner and Alsop 2015) for the purpose of raising consciousness of the value of occupational therapy and supporting development of role clarity and professional identity (Unsworth and Baker 2016). The argument that there is a need to develop research methodologies that support articulation of artistry and expertise related to professional philosophies will be presented in this poster. The case for research strategies incorporating critical creativity (McCormack and Titchen 2006) and creative methods as a way of articulating practice principles that are often deeply embodied in a practitioner’s being will be presented in this poster. A critical creative case study methodology will be described, and reflective dialogue about this critique facilitated with poster viewers. The key messages presented in this poster are: philosophical and methodological principles of creativity can facilitate expression of expert knowledge that is inherently tacit and embodied; and incorporating such principles facilitates practice development and research that is consistent with, and reflective of, our professional philosophy.
Beyond the textbook: capturing diverse student voices to envisage future possibilities through creative education
(Royal College of Occupational Therapists, 2024-08) Hackett, Janine; Rushforth, Molly; Kinsella, Niamh
[Editorial] Research priority 7: what is the role of occupational therapy in supporting self-management? Developing an occupation-centred lens for research and practice
(SAGE Publications, 2023-08-30) Kinsella, Niamh; King, Julie
How context influences person-centred practice: a critical-creative case study examining the use of research evidence in occupational therapy with people living with dementia.
(2022-09-08) Kinsella, Niamh; Pentland, Duncan; McCormack, Brendan
Occupational therapists are encouraged to use research evidence to guide therapeutic interventions that holistically address the consequences of dementia. Recent efforts to use research evidence in practice have emphasized the challenges of doing so in ways aligned to person-centred and professional principles. Using research evidence is a complex process influenced by multiple contextual factors and layers. The influence of context in occupational therapy for dementia is currently unclear. To explore the contextual complexities of using research evidence in practice with people with dementia, and to develop knowledge to improve the approach to using evidence in person-centred, occupation-focused practice. A case study methodology was used, in which the contextual conditions of practice were clarified through the facilitation of critical and creative reflection using the following methods - Think Aloud, practice observation, creative expression and reflective dialogue. Cultural beliefs that affected evidence use included technically-orientated understandings of evidence-based practice. These were underpinned by apprehensions about losing professional identity and taking risks when processes derived from research evidence were adjusted to incorporate a persons' occupations. These cultural factors were perpetuated at the organizational layers of context, where systemic priorities and other team members' needs disproportionately influenced occupational therapists' decisions. Occupational therapists' potential to make reflexive and responsive decisions by adjusting evidence-based processes can be affected by their perceived freedom to address organizational tensions. Raising consciousness of the influence of the organizational context on decision-making about evidence use could adjust occupational therapists' perceptions of their freedom and ability to be person-centred. Intentionality in reflective processes in practice are required to foster reflexivity.
A journey through the use of critical creative reflection to explore self in a PhD study
(FoNS, 2017-11-15) Kinsella, Niamh
Background: This article shares the story of a critical creative reflection that was prompted by my need to understand my ‘self’ when I was beginning my PhD and started to realise the place of person-centredness in my work. I used painting to reflect on my self and on specific experiences I had at the beginning of my PhD journey. This process of self-reflection resulted in the emergence of human flourishing. Aims: To demonstrate a process of critical creative reflection and to outline how this process can facilitate understanding of self, and of the philosophy and theory underpinning my PhD work and, consequently, lead to human flourishing. Conclusion: Self-reflection underpinned by critical creativity facilitates understanding of ‘self’ and of work that can result in human flourishing. Implications for practice: A facilitated process of critical self-reflection is a necessary step towards becoming a person-centred researcher/practitioner who knows self Using creativity in reflection can take us beyond structured reflection in practice and introduce critical learning that incorporates intelligence held in the body Engaging in critical creative reflection can result in human flourishing, which lays the foundations for a person to achieve their potential and facilitates continued critical reflection in future work
Learning Embodied Practice Wisdom: The Young Sapling Learning from the Old Tree
(BRILL, 2019) Titchen, Angie; Kinsella, Niamh
REALISING AUTHENTIC OCCUPATIONAL THERAPY THROUGH PROFESSIONAL ARTISTRY: UNCOVERING THE NATURE AND CONTEXT OF PRACTICE FOR PERSONS LIVING WITH DEMENTIA
(Queen Margaret University, Edinburgh, 2018) Kinsella, Niamh
Background: All occupational therapists in the UK are expected to engage in and develop evidence-based, person-centred practice in order to provide therapy that facilitates well-being through occupation. There has been recognition in occupational therapy literature that differences often exist between the values the underpin research evidence and occupational therapists’ professional values, and that practice culture and context influence the way research evidence is used in practice. However, current research into practice with persons living with dementia suggests that the contextual influences on practice have not been adequately considered. This has resulted in research and practice examples that reflect a compliance-orientated model of evidence-based practice. In such examples research guidelines and protocols are applied directly to practice, despite recognition that consideration of contextual factors and other forms of evidence enable creative practice that is meaningful for both persons living with dementia and occupational therapists. This study set out to explore the components of context that facilitate evidence-based practice congruent with professional values, and the values of the person living with dementia, as well as the nature of such practice. Approach and methods: This research is underpinned by a theory of critical creativity, which facilitates understanding, and guides deconstruction, of context through use of creative expression, imagination, and ancient wisdom and traditions. Creativity acts as a vehicle to transform embodied knowledge about the nature of practice to language, through reflection. It also enables blending of worldviews for the purpose of developing research praxis. A critical creativity methodology facilitated exploration of context and foregrounding of the issues that were influencing occupational therapists’ practice. Observation, critical creative reflection, and critical creative dialogue were layered to develop an understanding of the interplay between context and practitioners’ values and action, and the nature of their actions in practice. ii Findings: The findings of the exploration of practice context revealed that occupational therapists appeared to feel fear and anxiety about exploring and sharing their practice as a consequence of conflicting understandings about the way research evidence should be used in practice. Occupational therapists’ engagement in evidence-based practice and intervention ‘roll-out’, which are underpinned by learning that is often removed from practice context, resulted in practice that was often compliance-orientated and devoid of critical reflection. These contextual influences limited occupational therapists’ ability and opportunity to embody person-centred values that they hold, namely to make autonomous decisions about their practice with person(s) living with dementia and their families. Additionally, their engagement in developing professional artistry and creative practice was hindered, and their energy for practice development depleted. Conclusions and implications: Occupational therapists require contexts that are conducive to human flourishing to facilitate exploration, dialogue and development of creative, reflective practice. Such contexts consist of psychologically safe spaces, facilitative leadership, and researchers and practice developers that support all ways of knowing, being and doing in practice, to encourage contextually appropriate learning and practice enquiry. Facilitation of practice development in such contexts should be done in collaboration with practitioners. In such contexts, the contextual relevance of practice policies and guidelines that are heavily informed by technical-rational research evidence should be closely and critically considered. Development of such contexts and developmental approaches could result in authentic practice, in which occupational therapists can embody their values and blend research evidence with other ways of knowing, being and doing, and realise their professional identity. Keywords: occupational therapy, dementia, professional artistry, critical creativity, authentic, context, person-centred, compliance.
Supporting transformational learning processes for person-centred healthcare research in doctoral education: A critical creative reflection
(Foundation of Nursing Studies, 2020-05-13) Rennie, Karen; Kinsella, Niamh
Background: When becoming person-centred researchers, doctoral students are expected to learn to negotiate new identities and reconceptualise themselves both as people and professionals so they can engage in values-driven research. Therefore, doctoral studies require students to engage in transformational learning for the purpose of contributing to knowledge about healthcare practice and healthcare culture. During this time, there is potential for the learning process to be lonely and overly challenging, which can hinder the development of self required for transformational learning. It is proposed that doctoral supervisors and universities should have an understanding of conditions that facilitate transformational learning, such that students can be supported to develop self and become person-centred researchers.