Applied Learning Pedagogy: Journey to Patient Safety Escape Room

Abstract : Abstract
Introduction
Nursing students must implement patient-safety measures in the clinical setting. Simulation is used to teach patient safety, but novice nursing students may have anxiety with this learning method. Escape rooms allow students to solve puzzles or find clues adding gamification that may be less intimidating.
Methods
One-hundred-seventy first-semester nursing students participated in a patient safety applied learning experience incorporating preparation, prebrief, an escape-room simulation, debrief using Debriefing for Meaningful Learning, and reflection as part of their Fundamentals course work. Kolb’s Experiential Learning Theory supports this learning innovation. Students completed patient-safety-focused intentionality and post-intervention journals. Student journals were analyzed for themes. Eleven students completed the optional NLN Student Satisfaction and Self-Confidence in Learning tool (NLNSS), a 13-item instrument using a five-point scale (Cronbach's alpha: satisfaction = 0.94; self-confidence = 0.87).
Results
Intentionality-journals themes were teamwork, critical thinking skills, prioritizing nursing interventions, improving communication skills, providing quality patient care, and preparation for real-life skills. Reflections post-intervention themes were teamwork, easy-to-make mistakes, fun activity, improved confidence, focus on gaps in patient care, and the crucial role of nurses in patient safety. Mean scores for most items on the NLNSS were > 4.0 on a 5-point scale with the highest-rated item being “I enjoyed how my instructor taught the simulation.”

Conclusion
Students found this learning activity enjoyable and beneficial to achieve patient safety learning objectives. Escape-room applied learning activities should be considered in nursing education; further research is needed to evaluate the efficacy of these activities.