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The context in which this research was undertaken was a District Health Board setting. Those who participated were active within the role and were working within the health provider arm of the DHB. Passmore (2006) states: “The workplace is central to our existence” (p. 38). He further suggests that it is therefore not surprising that much research and effort has gone into studying behaviour in the context of the workplace. The CNLs had brought to the individual interviews, and would continue with the action research group to utilise, as Heron and Reason (2001) describe, four types of knowing: Experiential, presentational, propositional and practical. Experiential knowing arises from our encounters with the actuality around us, presentational knowing is the form we give to express these encounters through language, images and the like. Propositional knowing is the distillation of both experiential and presentational into theories or statements and, finally, practical knowing is bringing all three of the aforementioned together that informs the doing of appropriate things in a skilful manner.


Action Research Meetings

The initial meeting was held in December 2005 after the completion of the seven individual interviews. It was held in a central venue within the hospital campus with a title ‘meeting’ only on the room in order to protect the confidentiality of the participants. Subsequent meetings were held in a different, but also central, venue. These meetings were included in published visible schedules relating to room bookings with only my name attached. This was not unusual practice for me as other meetings I either attended or chaired would often include my name on the published list. Our first meeting covered initial introductions, reiteration of this being Phase Two of the research, and the intention for this particular forum. The intention was to establish how future meetings would be conducted, their length, frequency and whether ground rules would be appropriate to utilise. The group quickly and unanimously decided to conduct this meeting without the use of a tape recorder to capture the dialogue. I asked the question: How can we ensure equal respectful participation? The following ground rules were agreed on (see Figure 1, page 49).


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