(e.g. Master’s in Nursing Practice)
(emerging from discussions between Jo Osborne and Sheryl Brennan)
OUTLINE OF PROPOSED METHOD
This model emerged from a deliberate attempt to incorporate case methodology appropriately in a Master's course such that:
- it required students from contrasting working environments to collaborate (e.g. rural and urban settings); and
- the outcome for assessment was a group workshop presentation to the rest of the Masters class and other health professionals.
It was recognised that at this level the students are themselves 'experts' in their own fields, and as they come from different practice contexts it might be difficult to generate a case of equal relevance to them all.
The resulting solution is a 'reversed' case model: collaborating students (two or three in a group) each start by identifying or constructing their own case taken from their context, which is illustrative of an agreed theme (e.g. communication - with clients, colleagues or the health care team). Each collaborating class group can be allocated a different theme with which to work. The students use their representative cases to identify commonalities or differences between their contexts, and use this as the trigger for their workshop presentation: What can they learn from working together? Are there common problem-solving strategies? Etc.
BENEFITS AND LIMITATIONS
As this model is yet to be trialled, these have not been worked out yet. We would be interested to hear from anyone who applies it in their own context!
 This model shown as a flow chart
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