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affect remote nurses caring for mental health clients. Consequently, the researcher, as the primary analytic instrument, was readily equipped to move recursively and continuously through the data until arriving at theoretical saturation (Lincoln & Guba, 1985) and ‘particularisation of the issue’ (Stake, 1995, p. 8). Finally, the researcher employed principles of reflexivity to continuously reflect on how his actions, values and perceptions affected the research, including data collection and analysis (Gerrish & Lacey, 2010). Reflexivity assisted the researcher in ‘situating himself’ in relation to the data: where questions can be asked that not only allow the beginning of understanding experiences in relation to the issues understudy, but allows the data to be explored further to how these experiences may relate to a broader context of personal past, present and future selves. (Lambert, Jomeen & McSherry, 2010, p. 322; Savin Baden, 2004) 10.8 Conclusion Case study research involves more than simply conducting research on a single individual or situation. This study illustrates that a case study can examine and analyse a complex situation. The research design allowed the researcher not only to answer ‘how’ and ‘why’-type questions, but also to take into consideration how the phenomenon of remote nurses delivering mental healthcare is influenced by the context within which it is situated (the social world and arenas). For the novice researcher, a case study approach was an excellent opportunity to gain tremendous insight into the case. It enabled the researcher to gather and analyse data from a variety of sources, thereby truly illuminating the case (Baxter & Jack, 2008).