A guide for facilitating an escape room for undergraduate nursing students

BackgroundNurse educators continue to look for innovative teaching modalities to meet the needs of the Generation Z learner. Escape rooms, an interactive game where participants use clues to complete a mission and escape a room, have begun to be utilized in the educational setting.MethodA pediatric themed escape room was developed to orient the learner to pediatric nursing and to prepare the learner for their clinical rotation. The steps for an educator to facilitate an effective escape room are to determine the goal, write objectives, plan the scenario, gather the equipment, prepare the escape room, facilitate the scenario, and evaluate the scenarioResultsA simulation escape room was an effective modality to orient the learner to a specialty clinical environment such as a pediatric setting. This successful innovation was well received by students with positive examples of application.ConclusionA pediatric themed escape room is an innovative teaching modality to integrate into your curriculum to meet the needs of the Generation Z learner.     

An escape room simulation focused on renal-impairment for prelicensure nursing students

The goal of a hands-on approach to present concepts in nursing curricula is to prepare graduates to meet the demands of professional practice. This teaching and learning project incorporated an interactive methodology for teaching associate degree nursing students. A needs analysis revealed a lack of understanding of acute kidney injury. To address this gap, learners completed an escape room, utilizing Kolb's experiential learning theory. Learners were students enrolled in the third semester of an associate degree registered nursing program. Five of the eight student groups successfully escaped, and the mean score of the post-test increased to 86% from a pretest mean of 73.5%. Students found the activity to be a fun way to apply their knowledge. Results indicate escape rooms help prepare students for future practice. Using gamification strategies increases student learning, promotes learner socialization, and builds confidence.     

Mindfulness for stress and anxiety management in nursing students in a clinical simulation: A quasi-experimental study

AimTo determine the efficacy of an online mindfulness intervention in reducing anxiety and stress levels in nursing students during clinical simulations.BackgroundClinical simulation as a learning strategy has many benefits but the high levels of stress and anxiety it produces in participants can compromise learning, motivation or performance.DesignA quasi-experimental study with a non-equivalent control group design is presented. Forty-two undergraduate nursing students from a natural group were divided into: an experimental group (n = 21) and a control group (n = 21).MethodsBefore conducting a clinical simulation, the experimental group followed a 10-day intensive online mindfulness intervention. All students received the same information and training. Instruments used were: Self-administered Analogue Stress Scale, State-Trait Anxiety Inventory and Five Facet Mindfulness Questionnaire. In addition, physiological data (blood pressure and heart rate) were collected at baseline, pre-briefing and debriefing.ResultsPhysiological variables increased in the prebriefing phase but remained statistically significantly lower in the experimental group (diastolic blood pressure p = .032 and heart rate p = .048). Levels of stress (p = .029) and anxiety (p = .016) were also managed better. Both groups in the debriefing session showed a statistically significant decrease in the different physiological variables, stress and anxiety. No changes in mindfulness were observed.ConclusionsThe clinical simulation is indicated to generate stress and anxiety in nursing students. Therefore, measures must be adopted to control it. The intensive online mindfulness intervention proposed in this study reduced physiological parameters, stress and anxiety in the clinical simulation.     

Escaping the professional silo: an escape room implemented in an interprofessional education curriculum

ABSTRACT

Communication skills among healthcare professionals are a necessary component in ensuring quality outcomes for patients. This report describes the design and curricular implementation of an interprofessional escape room, an innovative way to promote communication and positive team dynamics among students. In this interactive, serious game, teams of approximately eight interprofessional participants were provided with a fictitious patient case in a simulated hospital environment. Within a 45-minute time limit, students needed to use objects in the room to solve a series of puzzles to successfully complete the room by addressing all the patient’s needs. A facilitated debrief following the activity allowed participants to reflect on their communication skills and teamwork during the experience. A total of thirty students across seven professions piloted the activity, and 181 students across five professions participated in the activity as part of an academic course. Feedback from students was collected on a seven-point Likert scale and revealed the value of an interprofessional escape room in academia. This report, which describes what appears to be the first interprofessional health care escape room within an IPE curriculum, demonstrates the value of the escape room in encouraging teamwork, facilitating communication, and promoting interprofessionalism.     

Mobbing in nursing. A pilot study

While planning to help shed light on the phenomenon of mobbing in the work place and to develop an instrument by which to measure it, the authors carried out a pilot study in which 160 persons from varying professional classes and autonomous communities in Spain participated, 65 of whom were nurses whose ages lie between 20 and 48 years, with a medium age of 33.98. By means of a factorial analysis, the authors discovered that the most common mobbing practices are grouped in a set of eight factors; these eight factors cover 74.17% of all the various factors. The two most significant factors refer to behaviors which can be considered to be personal humiliation and professional discredit. The most common mobbing practice, according to the overall findings of this study group, consists in providing contradictory information to the victim (19.4% once or more times per week), while in nursing, this practice consists of exposing the victim to criticism by the group (50%).     

The impact of a simulation lab experiencefor nursing students

A simulation clinical learning experience was initiated by a diploma school of nursing at a multidisciplinary training and research facility for simulation-based education. The simulation focused on pediatric and obstetrical scenarios. The purpose of this study was to investigate the impact simulation laboratory experiences have on critical thinking, student satisfaction, self-confidence, and cognitive learning. With 63 students participating over four semesters, a positive response was found for satisfaction and self-confidence in learning; there was also a significant increase in cognitive knowledge. No definitive conclusion regarding critical thinking was established, but a discovery was made regarding the importance of process during the simulation.     

Developing a corpus of the nursing literature: A pilot study

Aim: The purpose of this project was to develop and analyze a pilot corpus of the nursing literature. Methods: The first issues for 2005 of six representative nursing journals were used to create a corpus of ≈ 250,000 words. This corpus was analyzed for word frequency using a concordance software package. Results: The process of developing and analyzing the corpus took the equivalent of ≈ 2 weeks’ work for a single person. Approximately 7000 unique words were identified and sorted according to frequency. Conclusions: In terms of time and cost, the development and analysis of a corpus is an efficient way of identifying the vocabulary which the nursing profession uses in its research publications. Even this brief pilot exercise was able to identify previously unexpected patterns of usage.     

Incorporating a service improvement project into an undergraduate nursing programme: A pilot study

Although service improvement projects have been incorporated into some postregistration nurse education modules in the UK, they have not been generally available to pre‐registration students. This paper reports on the implementation and evaluation of a pilot project in pre‐registration nurse education at one university in eastern England. It concludes that the nursing students found the project to be a useful addition to their course. Supportive reactions were obtained from nurse managers, mentors and academics. A need to improve communication with clinical areas through the use of web‐based materials was highlighted.     

Testing an intervention to reduce assaults on nursing assistants in nursing homes: a pilot study

Nursing home staffs frequently encounter physical and emotional violence directed toward them by residents. This article addresses the problem from an occupational health perspective and describes a pilot study focused an educational intervention to reduce resident assaults on certified nursing assistants (CNAs) in nursing homes. After a 4-hour education intervention, the study CNAs reported fewer physical assaults by residents and increased levels of knowledge and confidence in their ability to manage residents' aggressive behavior compared with a similar CNA group. Limitations include a small convenience sample who works only the day shift. Results support education and training as effective in reducing resident physical assaults and enhancing nursing home safety. Further research should investigate assaultive resident behavior and evaluate the effectiveness of interventions to prevent, reduce, and manage violence in nursing homes.     

仿真模拟教学在手术室护理带教中的应用与评价

目的 探讨仿真模拟教学法在手术室护理带教中的应用及效果.方法 将手术室实习的100名本科护生分为对照组和实验组,每组各50名.对照组采用传统教学模式,实验组增设仿真模拟教学模式,比较两组护生实习效果,包括出科操作考核、自我评价、带教老师评价、手术医生评价、患者评价.结果 实验组护生各项评价得分高于对照组,差异有统计学意义（P＜0.01）.结论 仿真模拟教学能使护生更系统、更快掌握专科实践技能,激发护生的学习兴趣,提高对知识的综合应用能力、护患、医护沟通合作能力以及培养手术室整体护理思维,进一步提高教学质量.     

Soft skills and implications for future professional practice: Qualitative findings of a nursing education escape room

BackgroundEducational escape rooms have been shown to improve student content knowledge; however, research about other skills developed during escape rooms is lacking.ObjectivesTo explore baccalaureate nursing students' perceptions of a cardiovascular-themed educational escape room. During the data analysis, researchers uncovered unique findings related to participant soft skill development and implications for participant future professional practice.DesignA basic interpretive qualitative methodology was used.SettingThe study was conducted at a medium-sized, private, not-for-profit university in the Midwest United States.ParticipantsBaccalaureate nursing students who had recently participated in a cardiovascular-themed educational escape room were purposefully recruited.MethodsA total of two focus groups were conducted using a semi-structured focus group guide. Data were analyzed using a conventional content analysis approach with both inductive and deductive components.ResultsFour overarching themes were identified in the data, including game and learner characteristics, learning outcomes, and implications for future professional practice. The theme of implications for future professional practice included two sub-themes: soft skill development and the real-life nature of the activity.ConclusionA nursing educational escape room may be one strategy to enhance student professional practice skills.