Escaping the professional silo: an escape room implemented in an interprofessional education curriculum

Friedrich, Cheri; Teaford, Hilary; Taubenheim, Ally; Boland, Patrick M.; Sick, Brian

doi:10.1080/13561820.2018.1538941

Cited by 94 publications

(67 citation statements)

References 5 publications

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“…(2017) successfully implemented an escape room activity in a course entitled Information and Security and Computer Networks of the degree in computer science at a Spanish university; Lopez-Pernas et al. (2019) applied the escape room activity in a programming course, Friedrich et al. (2019) design an interprofessional escape room.…”

Section: Introductionmentioning

confidence: 99%

Exit for success. Gamifying science and technology for university students using escape-room. A preliminary approach

Sánchez‐Martín

Serrano

Luque-Sendra

et al. 2020

Heliyon

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There is a growing tendency to incorporate gamification activities with the aim of improving student's motivation in science, technology, engineering and mathematics (STEM) courses. One of the strategies to apply gamification in the classroom is the use of the escape room. In this work different experiences of escape room in the context of formal university education are analysed. The analysis of students' opinions shows that such activities are well received regardless of background (engineering or education) or gender. The emotions that arise from the experience are mostly positive and the students state that they have developed both specific and transversal competencies. Finally, practical considerations are proposed based on the lessons learned from the developed experiences.

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Section: Introductionmentioning

confidence: 99%

Exit for success. Gamifying science and technology for university students using escape-room. A preliminary approach

Sánchez‐Martín

Serrano

Luque-Sendra

et al. 2020

Heliyon

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“…Baccalaureate nursing students must be able to effectively collaborate with the patient’s health care team and their peers to provide safe and competent care to patients across the healthcare spectrum. Innovative interactive approaches are needed to engage this cohort (Podlog et al, 2019) and escape room activities have been found to faciliate teamwork and communication (Friedrich et al 2019). In the escape room, students deliberate clues and collaborate with their team around their meaning.…”

Section: Introductionmentioning

confidence: 99%

There is no I in Escape: Using an Escape Room Simulation to Enhance Teamwork and Medication Safety Behaviors in Nursing Students

Sarage

O’Neill

Eaton

2020

Simulation & Gaming

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Background. Nurse educators are challenged to develop simulation activities that will engage interest and help baccalaureate nursing students administer medications safely. Students must be able to recognize and report medication errors and effectively collaborate with their patient care team to provide safe and competent care to patients across the healthcare spectrum. Escape rooms are an innovative learning platform where students can work as a team to build these skills. Aim. We report on the strategies and resources used to create and implement an escape room simulation for a problem-based learning activity to practice medication safety behaviors, using critical thinking, communication and team building skills. Methods. Using Kolb’s Learning Cycle and the International Association for Clinical Simulation in Learning (INACSL) Standards of Best PracticeSM, we developed a team-based, four-hour escape room simulation activity around detecting and reporting medication errors in the hospital setting. The escape room simulation included a high-fidelity patient manikin, two embedded participants in the roles of family member and health care provider (HCP), puzzles, riddles, clues and lifelines. The learning objectives were paired with essential Quality and Safety Education for Nurses (QSEN) competencies. Promoting Excellence and Reflective Learning in Simulation (PEARLS) was used for debriefing. Results. The result was a hybrid escape room simulation that mimics a situation nursing students might face in the hospital setting where they have to work as a team to assess a new patient, reconcile medications, perform medication calculations, problem solve intravenous infusion set ups, and communicate medication errors. Data collected for quality purposes indicated a positive student response. Discussion / Conclusion / Implication. The escape room platform served as a foundation for incorporating other simulation modalities and provided a stimulating learning activity. The next step is to conduct a multi-site study with pre-test and post-test data collected from students to gauge learning and behavior change.

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“…Four escape rooms have goals solely on general skills, such as teamwork and communication skills (see Appendix I). Educators and students agreed that the activity promoted teamwork and communication, for example in Friedrich et al (2019), 79,5% of the 142 students, and 76,1% regarded it a valuable addition to the curriculum. Seto (2018) concluded that their ER addressed every competency in the team skill domain, strengths and challenges could be indicated, and discussed with students afterwards.…”

Section: To Practise and Develop Teamwork And Communication Skillsmentioning

confidence: 99%

“…Examples of formulated affective goals are: to increase situational awareness, awareness on patient safety, on the bias of framing patients, or on confirmation bias. Four out of twenty-one medical ERs describe learning goals solely on job relevant general skills and affective goals (Franco & DeLuca, 2019;Friedrich, Teaford, Taubenheim, Boland, & Sick, 2019;Seto, 2018;Wu, Wagenschutz, & Hein, 2018). The authors' rationale for these stand-alone escape rooms is that in debriefings on learning, the reflections on these skills easily get lost in reflections on subject specific goals.…”

Section: Learning Goalsmentioning

confidence: 99%

Escape Education: A Systematic Review on Escape Rooms in Education

Veldkamp

Grint

Knippels

et al. 2020

Preprint

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The global increase of recreational escape rooms has inspired teachers around the world to implement escape rooms in educational settings. As escape rooms are increasingly popular in education, there is a need to evaluate their use, and a need for guidelines in order to develop and implement escape rooms in the classroom. This systematic review synthesizes current practices and experiences, focussing on important educational and game design aspects. Subsequently, relations between the game design aspects and the educational aspects are studied. Finally, student outcomes are related to the intended goals. In different disciplines, educators appear to have different motives to use aspects such as time constraints or teamwork. These educators make different choices for related game aspects such as the structuring of the puzzles. Other educators base their choices on common practices in recreational escape rooms. However, in educational escape rooms players need to reach the game goal by achieving the educational goals. More alignment in game mechanics and pedagogical approaches are recommended. These and more results lead to recommendations for developing and implementing escape rooms in education, and will help educators creating these new learning environments, and eventually help students’ foster knowledge and skills more effectively.

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Escaping the professional silo: an escape room implemented in an interprofessional education curriculum

Cited by 94 publications

References 5 publications

Exit for success. Gamifying science and technology for university students using escape-room. A preliminary approach

Exit for success. Gamifying science and technology for university students using escape-room. A preliminary approach

There is no I in Escape: Using an Escape Room Simulation to Enhance Teamwork and Medication Safety Behaviors in Nursing Students

Escape Education: A Systematic Review on Escape Rooms in Education

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