Purpose/Objectives The purpose of this article is to provide the clinical nurse specialist with an interactive, creative, and fun approach using an escape room to increase the retention and application of knowledge about caring for patients with sepsis and improve patient care outcomes. Description of the Project This project involved the design of a healthcare-based escape room, where clinical nurses and interprofessional learners engaged in a series of puzzles and problem-solving experiences to apply clinical judgment and critical thinking about patient care. Theory and Frameworks Knowles' theory of adult learning guided the development of this gamified learning. Outcome The clinical nurse specialist was critical to the success of the escape room. The escape room created an innovative learning environment, expanding opportunities to engage staff and promote high-quality care for best patient outcomes. Conclusion The benefits of incorporating adult learning principles with gamification-based education as a teaching strategy are evident in the feedback and overwhelmingly positive responses received from participants. The successes of the sepsis escape room have presented opportunities to continue supporting progressive, fun, and evidence-based learning environments and positively impact both nursing education and patient care outcomes.
Much of the literature has focused on students in the traditional baccalaureate programs versus those who attend classes at a satellite campus and use a hybrid (combination of classroom and on-line) format. In addition, the RN-BSN nursing distance education (NDE) student population is characteristically older than the traditional student, has full or part time nursing employment, and has family responsibilities placing them at higher risk for attrition. Student attrition at a Southern California state university was higher than in the on-campus face-to-face cohorts. As attrition of NDE students continued to be an issue, the identification of risk factors for attrition and development of additional evidence-based interventions and tools was needed to promote optimal student success. Prior to the study, a few informal initiatives had been undertaken to attempt to impact attrition, but with limited success. The study validated and expanded upon reports about non-traditional NDE students at risk of attrition. As a result of the study, more focused retention initiatives have been developed to assist students to be successful and persist to graduation, such as writing tutors, library orientation, computer and technology "boot camps", alternate study plans (full-time and part-time), offering a hybrid course format (on campus and on-line class), and peer support. Attrition of students in the RN-to-BSN cohort has been reduced and the effect of the interventions continues to be monitored.
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