- •Nurse practitioner students need exposure to high-acuity, low-frequency diseases.
- •Escape rooms are an established educational tool to actively engage learners.
- •An acute care escape room activity challenged students' knowledge and skills.
Nurse practitioner students may complete clinical rotations without exposure to many high-acuity, low-frequency disease states. Students must readily recognize and apply their diagnostic and critical thinking skills to these low-frequency clinical conditions. This report describes the impact of an escape room activity on the knowledge acquisition and perceptions of adult-gerontology acute care nurse practitioner students. Postactivity assessment surveys were overwhelmingly positive, confirming student perceptions of the escape room as a collaborative learning tool that identified their knowledge gaps. All student teams successfully escaped the room, and a postactivity knowledge assessment confirmed the student's knowledge of the escape room content.
To read this article in full you will need to make a payment
Purchase one-time access:Academic & Personal: 24 hour online accessCorporate R&D Professionals: 24 hour online access
One-time access price info
- For academic or personal research use, select 'Academic and Personal'
- For corporate R&D use, select 'Corporate R&D Professionals'
Subscribe:Subscribe to The Journal for Nurse Practitioners
Already a print subscriber? Claim online access
Already an online subscriber? Sign in
Register: Create an account
Institutional Access: Sign in to ScienceDirect
- Escape the trauma room.AEM Educ Train. 2020; 4: 158-160https://doi.org/10.1002/aet2.10410
- The impact of an escape room simulation to improve nursing teamwork, leadership and communication skills: a pilot project.Simulat Gaming. 2021; 52: 54-61https://doi.org/10.1177/1046878120972738
- Break out of the classroom: the use of escape rooms as an alternative teaching strategy in surgical education.J Surg Educ. 2019; 76: 134-139https://doi.org/10.1016/j.jsurg.2018.06.030
- Gaming and anxiety in the nursing simulation lab: a pilot study of an escape room.J Prof Nurs. 2021; 37: 298-305https://doi.org/10.1016/j.profnurs.2021.01.006
- Can you escape? Creating an escape room to facilitate active learning.J Nurses Prof Dev. 2018; 34: E1-E5https://doi.org/10.1097/NND.0000000000000433
- Escape passive learning: 10 steps to building an escape room.J Nurse Pract. 2022; 18: 569-574https://doi.org/10.1016/j.nurpra.2022.01.020
- The impact on nursing students’ opinions and motivation of using a “Nursing Escape Room” as a teaching game: a descriptive study.Nurse Educ Today. 2019; 72: 73-76https://doi.org/10.1016/j.nedt.2018.10.018
- Ensuring educational escape-room success: the process of designing, piloting, evaluating, redesigning, and re-evaluating educational escape rooms.Simulat Gaming. 2021; 52: 18-23https://doi.org/10.1177/1046878120953453
- Will you escape?: Validating practice while fostering engagement through an escape room.J Nurse Prof Dev. 2020; 36: 271-276https://doi.org/10.1097/NND.0000000000000653
- Exploring the perspectives of dermatology undergraduates with an escape room game.Clin Exp Dermatol. 2020; 45: 153-158https://doi.org/10.1111/ced.14039
- Benefits of an escape room as a novel educational activity for radiology residents.Acad Radiol. 2020; 27: 276-283https://doi.org/10.1016/j.acra.2019.04.021
- INACSL standards of best practice: SimulationSM Simulation design.Clin Simul Nurs. 2016; 12: S5-S12https://doi.org/10.1016/j.ecns.2016.09.007
- SQUIRE 2.0 (Standards for QUality Improvement Reporting Excellence): revised publication guidelines from a detailed consensus process.BMJ Qual Saf. 2016; : 986-992
- The 3D Model of Debriefing: defusing, discovering, and deepening.Semin Perinatol. 2011; 35: 52-58https://doi.org/10.1053/j.semperi.2011.01.003
All authors are at the Creighton University College of Nursing, Omaha, NE. Lindsay Iverson, DNP, ACNP, CHSE, is an associate professor and can be contacted at [email protected],
Theresa Jizba, DNP, AGACNP, ACHPN, is an assistant professor, and Lucas Manning, MSN, RN, CHSE, is a simulation coordinator.
Published online: February 02, 2023
Funding: This work was supported by the Center for Faculty Excellence (CFE) from Creighton University.
In compliance with standard ethical guidelines, the authors report no relationships with business or industry that would pose a conflict of interest.
© 2022 Elsevier Inc. All rights reserved.