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An interactive, creative, learning strategy known as an “escape room” was developed for novice nurses hired to the Emergency

Department Nursing Fellowship Program. The escape room game engages the adult learner and reinforces the importance of concepts through visual, audio and tactile

learning.

PURPOSE

OBJECTIVE

Three teams were formedTwo teams had three participants, one team

had four. N= 10

Five Stations were created and set up for the participants

• Station 1- Isolation• Station 2- Stoke Education

• Station 3- Blood Transfusion• Station 4- Skin assessment and pressure

injuries • Station 5 –Arrhythmia Interpretation that

leads to a pulseless arrest.

METHOD

Positive feedback gathered from all participants.“ This was a fun activity where

we were able to work as a team”.

Debriefing exercise was provided to help students reflect on their performance and provide opportunity to correct any wrong

techniques or question(s) to strengthen knowledge.

Noted areas for improvement include re-positioning of clues on patient care

equipment, providing written clues at transitional points, and removing some

tasks that were found unnecessary.

RESULTS & RECOMMENDATIONS PROCESS

The escape room gaming activity assists nurses in translating concepts such as

teamwork, communication, critical thinking, delegation, and practical skills into bedside practice. The participants

must communicate information clearly to each other. They must delegate tasks to

each other to save time. Critical thinking is used to connect known data to information that is still needed and figure out how it fits into the overall picture. The actions used in

the game are essential to working in emergency nursing. Patients entering the

emergency department offer various amounts of clinical information, require detailed physical assessment, and have

multiple differential diagnoses that must be worked through.

REFERENCES

Adams, V., Burger, S., Crawford, K., Setter, R., (2018). Can you escape? Creating an escape room to facilitate active learning. Journal for Nurses in Professional Development. Volume 34, Number 2, E1-E5. DOI: 10.1097/NND.0000000000000433 Brown, N., Darby, W., & Coronel, H., (2019). An escape room as a simulation teaching strategy. Clinical Simulation in Nursing, 30, 1-6. https://doi.org/10.1016/j.ecns.2019.02.002Mawhirter, D., Garofalo, P. (2016). Expect the unexpected: Simulation games as a teaching strategy. Clinical Simulation in Nursing, 12, 132-136, http://dx.doi.org/10.1016/j.ecns.2015.12.009Morrell, B., Ball, H. (2018). Can you escape nursing school?: Educational escape room in nursing education. Nursing Education Perspectives, 00(0). doi:10.1097/01.NEP.0000000000000441Wiemker, M., Elumir, E. & Clare, A. (2015). Escape room games: Game based learning, 55. Retrieved from https://thecodex.ca/wp-content/uploads/2016/08/00511Wiemker-et-al-Paper-Escape-Room-Games.pdf

A gaming activity designed to develop team building, communication skills and

critically thinking. Enabling the learning to successful complete tasks that are relevant

and time sensitive in an Emergency Department.

The aim of this project was to engage the adult learner to apply theories into practice utilizing simulated scenarios while critically

thinking through solving puzzles.

Marybeth Grieser, MSN, RN-C, CEN; Shawna Horsford, BSN, RN-BC, CEN; Eileen McLafferty, BSN, RN; Nicole Litt, BSN, RNCrack The Code – Emergency Nursing Escape Room