Teaching Evidence-Based Sepsis Care: A Sepsis Escape Room

Gabriel, P.; Lieb, Casey L; Holland, Sara B.; Ballinghoff, James; Cacchione, Pamela Z.; McPeake, Lauren

doi:10.3928/00220124-20210414-05

Cited by 8 publications

(2 citation statements)

References 17 publications

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“…Many nursing tasks cannot be performed by oneself; they require cooperation with other nurses and other disciplines, such as doctors and technicians. Good teamwork performance can increase the quality of nursing and can increase patient outcomes [31]. The results showed that the attitudes toward teamwork were signi cantly different before and after the escape room training in terms of the total score and for the following dimensions: team structure, leadership, situation monitoring, mutual support, and communication.…”

Section: Discussionmentioning

confidence: 95%

The effect of escape rooms on teamwork attitudes and intensive care knowledge among new nurses in the ICU

HU,

BAI,

et al. 2024

Preprint

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Background Despite nurses needing a very long time to accumulate intensive care knowledge and skills, there is a severe shortage of intensive care nurses worldwide. This study aimed to examine the effect of an escape room teaching strategy on knowledge of managing intensive patients, teamwork attitudes, satisfaction, and willingness to participate in the program among new nurses. Methods A convenience sampling approach was utilised to enlist 84 new nurses from the First Affiliated Hospital of Kunming Medical University in this quasi-experimental one-group pretest-posttest study. An online examination and questionnaire were used to assess new nurses' knowledge of intensive care and teamwork attitudes before and after the escape room training game, as well as to measure satisfaction and willingness to implement this training. Results Fifteen groups of new nurses participated in the escape room training program. The mean knowledge score after the intervention significantly varied from that before the intervention (p = 0.000), and there were significant differences in the mean T-TAQ total score (p = 0.000) and in the dimensions of teamwork (p = 0.000), leadership (p = 0.000), situation monitoring (p = 0.019), mutual support (p = 0.000), and communication (p = 0.000) before and after the intervention. The new nurses were highly satisfied with the escape room training program (9.23 ± 0.869), and the majority of them (95.24%) wanted to participate in similar training. Conclusion The implementation of the escape room has a positive impact on the promotion of acknowledged knowledge of intensive care, together with increasing teamwork attitudes, satisfaction and willingness among new nurses. Escape room training is suggested as a popular training game that can be used to attract new nurses to gain difficult knowledge of intensive care and enhance the teamwork attitude of players.

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Section: Discussionmentioning

confidence: 95%

The effect of escape rooms on teamwork attitudes and intensive care knowledge among new nurses in the ICU

HU,

BAI,

et al. 2024

Preprint

View full text Add to dashboard Cite

show abstract

“…The educator will likely have to play this role within school organizations. Thus, educators should be informed of learner-centered innovative teaching methods that reflect the learning styles and preferences of students [25][26][27], and offer support through teaching delivery media, both online and offline [28,29]. Above all, a regular EBP competency-building program for educators may need to be implemented to foster positive attitude, knowledge, and skills pertaining to EBP training among other members of the staff [30,31].…”

Section: Discussionmentioning

confidence: 99%

What Should Be Considered in the Evidence-Based Practice Competency-Based Curriculum for Undergraduate Nursing Students? From the Student’s Point of View

Song

Kim

Park

2021

IJERPH

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Background: The nursing curriculum should be systematically developed to improve the evidence-based practice (EBP) competencies of undergraduate nursing students. We attempted to identify the factors important for developing or improving the EBP-integrated nursing curriculum. Methods: This study adopted the qualitative research design using qualitative content analysis. A total of 168 study participants were included in the study. The participants were third-year nursing students at a private university located in southeastern South Korea. An open-ended question was asked: “To improve students’ EBP competencies during theory classes, on-campus practicums, or clinical practicums, what do you think is necessary?” Result(s): The analysis presented thirty themes, which were grouped into 10 sub-categories and further into four categories, and finally into three main categories. The students responded that they needed to form their own attitudes toward EBP. Regarding educator-related needs, students responded that effective teaching and learning methods should be used in classes. The students also suggested that the EBP process should be applied during clinical practicum. Regarding school-related needs, students suggested that EBP education should be applied at the beginning of the curriculum. Furthermore, the students recommended that repeated teaching should be used for EBP, and that EBP education should be connected to the major courses. Conclusion: The development of EBP competencies among undergraduate students is an important factor that can impact the nursing quality and patient safety. Based on the findings of this study, multidimensional efforts are needed to improve the liberal arts education of students and strengthen the educators’ competencies of EBNP and EBTP. Furthermore, schools should strive to assess students’ educational needs regularly and integrate the subsequent EBP-integrated nursing curricula consistent with these needs.

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Evaluation of the effectiveness of educational escape rooms within health professions education: A systematic review protocol

Bray

Antoniou

Nikolaidou

et al. 2023

International Journal of Educational Research

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Teaching Evidence-Based Sepsis Care: A Sepsis Escape Room

Cited by 8 publications

References 17 publications

The effect of escape rooms on teamwork attitudes and intensive care knowledge among new nurses in the ICU

The effect of escape rooms on teamwork attitudes and intensive care knowledge among new nurses in the ICU

What Should Be Considered in the Evidence-Based Practice Competency-Based Curriculum for Undergraduate Nursing Students? From the Student’s Point of View

Evaluation of the effectiveness of educational escape rooms within health professions education: A systematic review protocol

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