Acquisition of Learning and Empathy Towards Patients in Nursing Students Through Online Escape Room: An Exploratory Qualitative Study

Rodríguez-Ferrer, José M.; León, Ana Manzano; Cangas, Adolfo J.; Aguilar-Parra, José Manuel; Fernández-Jiménez, Carolina; Campoy, Juan Miguel Fernández; Rosa, Antonio Luque de la; Martínez-Martínez, Ana María

doi:10.2147/prbm.s344815

Cited by 14 publications

(8 citation statements)

References 27 publications

(25 reference statements)

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“…These results coincide with previous research which establishes that through the dynamics and narrative established in the design of the escape room, contact and knowledge of other people’s life experiences is facilitated. This allows participants to reconsider their beliefs and prejudices about SMI [ 32 , 33 ].…”

Section: Discussionmentioning

confidence: 99%

The use of digital escape rooms in nursing education

et al. 2022

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Negative attitudes and prejudices towards people with a mental disorder are common across cultures and societies. The stigma associated with mental illness leads to a lower quality of life, given the discrimination and social exclusion suffered by people with this type of disorder. In the field of health, research has shown that doctors and nurses also manifest these types of stigmatizing behaviors and attitudes. The present study aims to create and apply an educational escape room for the purpose of training nursing students in mental health, promoting positive attitudes towards people who have a mental disorder. To do so, a pre-post study was conducted with an experimental group and a control group to determine whether the escape room was effective for the modification of stigmatizing behaviors compared to transmissive lecture class, and a third measurement was made at 6 months only to the experimental group to evaluate whether the changes produced by the escape room were maintained in the long term. The results indicate that the students participating in the study obtained better scores in sensitization and these remain better over time. It is concluded that the escape room used is suitable for the training and sensitization of future nursing professionals in the field of mental health, facilitating the learning of knowledge and positive attitudes towards severe mental disorder.

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Section: Discussionmentioning

confidence: 99%

The use of digital escape rooms in nursing education

et al. 2022

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“…From an educational perspective, escape rooms (as well as escape boxes and escape games) align well with active, experiential learning opportunities that enable students to be immersed in their learning. Recent years have seen educators adopt escape rooms (both physical and virtual) into their curricula in a variety of contexts including skill development such as critical thinking, communication and problem solving (Wilby and Kremer, 2020;Avargil, Shwartz and Zemel, 2021), as well as domain knowledge and skills in subjects including medicine and allied areas (Gómez-Urquiza, et al, 2019;Wilby and Kremer, 2020;Rodríguez-Ferrer, et al, 2022), pharmacology (Hermanns, et al, 2017), genetics (Brady and Andersen, 2021), and software engineering (Gordillo, et al, 2020).…”

Section: Educational Escape Roomsmentioning

confidence: 99%

Escape Rooms as Tools for Learning Through Failure

Rawlinson,

Whitton

2024

EJEL

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The increasingly neoliberal course of Higher Education is linked to rises in student anxiety around assessment and increased fear of the consequences of failure. Making mistakes is an inevitable part of any learning process (and of life generally) and managing failure in a productive and positive way is crucial for success and wellbeing beyond university. In this article, we argue that academia does not adequately prepare learners for managing mistake-making progressively and that escape rooms can provide a way to facilitate learning through failure. We first present an original model of failure-based learning that explores why being able to make mistakes safely is important for students and why the use of escape rooms in Higher Education presents an excellent opportunity for the application of this model. We then show the relevance of this model by using it to analyse two case studies that explore different ways in which educational escape rooms can be used in Higher Education: either designed to facilitate learning by playing a game; or supporting learning through designing a game. Our model of failure-based learning has three stages, emphasising the importance of preparation, an iterative play cycle of testing, failing, reflecting, and revising, and finishing with a presentation phase. The article concludes by considering the limitations of educational escape rooms in this context and highlighting some practical considerations for the use of these approaches.

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“…Digital escape rooms (DER) were designed, developed and delivered during the pandemic with positive effects on learning in nursing education ( Vestal et al, 2021 ). For instance, Rodríguez-Ferrer et al (2022) used the Mechanics, Dynamics and Aesthetics (MDA) model ( Kusuma et al, 2018 ) to design a DER as part of a massive web-based open course. DER design usually includes two elements, namely game mechanics and game narrative.…”

Section: Introductionmentioning

confidence: 99%

“…DER design usually includes two elements, namely game mechanics and game narrative. Game mechanics refers to the challenges and tasks relating to the curricular content ( Rodríguez-Ferrer et al, 2022 ), whilst game narrative defines the “game's story structure and core emotional elements including theme, plot, characters and dialogue” ( Lionbridge Games, 2020 ).…”

Section: Introductionmentioning

confidence: 99%