title: Baccalaureate nursing students' experience of dyadic learning in an acute care setting.
abstract: This article describes a unique learning project designed to address the praxis gap between baccalaureate nursing students' clinical learning and theoretic principles of collaborative practice on an acute medical-surgical unit in Canada. The study was framed by the active engagement model to provide second-year nursing students a nontraditional approach to develop their nursing practice. Clinical faculty partnered with medical-surgical nursing staff and eight baccalaureate nursing students to explore the experience of collaborative learning and stakeholders' anticipated learning outcomes while working in dyads. A modified phenomenological approach was used in understanding the experience of dyadic learning through reflective journals, course evaluation data, and a semistructured exit interview for analysis. Four themes were revealed based on students' reflection of their experience: work engagement, relational practice, autonomy, and empowerment. These themes underscore the strengths and opportunities associated with this nontraditional approach to clinical learning.
authors.forename: Gregg
authors.initials: G
authors.lastname: Trueman
authors.forename: Joseph
authors.initials: J
authors.lastname: Osuji
authors.forename: Mohamed Toufic
authors.initials: MT
authors.lastname: El-Hussein
mesh_terms: D002170:Canada; D003299:Cooperative Behavior; D004508:Education, Nursing, Baccalaureate; D006801:Humans; D010865:Pilot Projects; D011209:Power, Psychological; D018794:Problem-Based Learning; D017009:Professional Autonomy; D013338:Students, Nursing / Q000523:psychology*