This paper describes a case study detailing one approach to tackling the problems of knowledge transfer in an undergraduate course on Research, Decision-Making and Evaluation in Family Health Nursing. Transfer is the ability to access and utilise ones intellectual resources in situations where these may be needed [Nursing Diagnosis 3(4) (1992) 148-154]. The discussion will explore the related issues of transfer of learning, casuistry, and teaching and learning on a course for experienced community practitioners. This course serves as a case example to tease out how teaching and learning can be structured to promote effective transfer of knowledge from the classroom and virtual classroom to clinical practice.
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