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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