The impact of using an “anatomy escape room” on nursing students: A comparative study

Molina-Torres, Guadalupe; Cardona, Diana M.; Requena, Mar; Rodriguez‐Arrastia, Miguel; Román, Pablo; Ropero‐Padilla, Carmen

doi:10.1016/j.nedt.2021.105205

Cited by 20 publications

(18 citation statements)

References 47 publications

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“…In the assessment using the GAMEX scale, this methodology highlighted both critical thinking and the fun dimension, in line with that found by several other authors [ 19 , 34 , 35 , 36 ]. Parker reported that escape rooms are a great opportunity to generate critical thinking in students [ 36 ], and Molina-Torres et al [ 18 ] found that the “enjoy playing” of the “fun” dimensions received the highest score in the study carried out in Spain with 248 first-year nursing degree students [ 19 ].…”

Section: Discussionsupporting

confidence: 85%

“…A memory bias can be ruled out due to the brief time elapsed between the escape room experience and information collection (less than 24 h). The questionnaire used had been previously piloted, and the GAMEX scale is validated [ 28 ] and has already been used in a population similar to ours [ 19 , 21 ].…”

Section: Discussionmentioning

confidence: 99%

“…In addition, it has been well received by the students, and the results obtained have been good [ 16 , 17 , 18 ]. Different escape room experiences have been carried out in countries such as the USA or Spain in the teaching of nursing and for different subjects, such as anatomy [ 19 ], cardiovascular nursing [ 20 ], and community nursing [ 21 ].…”

Section: Introductionmentioning

confidence: 99%

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Evaluation of Knowledge and Competencies in Sexual and Reproductive Health Care Using an Escape Room with Scenario Simulations

Martínez-Galiano,

Gonzalez-Cabrera,

Rodriguez-Almagro

et al. 2024

Nursing Reports

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To determine the usefulness of combining two methodologies (OSCE and escape room) in a scenario simulation to evaluate a subject, and determine the evaluation of the students of this experience. An observational cross-sectional study was carried out with students enrolled in a sexual and reproductive health-care course as a part of their nursing degree. The students had to solve four clinical cases based on the contents of the teaching practices of the subject by solving clues that led them to carry out procedures and techniques and provide care in scenario simulators. Students evaluated the experience using the GAMEX (Gameful Experience in Gamification) scale. Mean differences were estimated with their respective 95% confidence intervals. A total of 124 students participated. Of these, 63.7% (79) solved the clinical cases with their knowledge and skills. Most (80.6%, 100) students stated that they completely remembered and applied the knowledge of the topic during the game. Almost all (98.4%, 122) would recommend this experience. The dimensions with the best rating on the GAMEX scale were “fun”, with an average score of 4.7 points (0.49), followed by “critical thinking”, with 4.2 (0.59). Women presented statistically better scores than men (mean difference: 1.58; 95% CI: 0.55, 2.61). The OSCE combined with an escape room using scenario simulations may be a useful tool to evaluate the subject. In addition, the students were satisfied, had fun, and recommended the experience. This study was not registered.

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Section: Discussionsupporting

confidence: 85%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Evaluation of Knowledge and Competencies in Sexual and Reproductive Health Care Using an Escape Room with Scenario Simulations

Martínez-Galiano,

Gonzalez-Cabrera,

Rodriguez-Almagro

et al. 2024

Nursing Reports

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“…Understanding anatomy is one of the essential primary steps in diagnosing, treating, and caring for patients in clinical settings. It is also a critical component of medical research and development (Molina‐Torres et al., 2022). However, learning anatomy can be challenging and complicated due to the complexity of the concepts and terminologies involved; it plays a crucial role in preparing future healthcare providers (Banovac et al., 2023).…”

Section: Introductionmentioning

confidence: 99%

Artwork in anatomy education: A way to improve undergraduate students' self‐efficacy and attitude

HadaviBavili,

İlçioğlu

2023

Anatomical Sciences Ed

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Anatomy is one of the leading subjects in health science, and students need a strong anatomy background in these fields. Traditional lecturer‐oriented anatomy education is based predominantly on passive learning methods. In recent years, alternative educational methods like hands‐on art and 3D atlas‐based education methods have become more popular as competitive alternatives to traditional approaches. This is a prospective, randomized, longitudinal, interventional study, and a total of 181 undergraduate students participated in this study. A comparative design was used with two groups: Artwork and Atlas. This study aims to evaluate the effectiveness of creative and artistic approaches in improving undergraduate students' attitudes and self‐efficacy toward anatomy courses. A Pearson correlation, an independent t‐test, and a paired t‐test were used to analyze the results. Both groups experienced a negative mean score on the anatomy self‐efficacy scale, suggesting an increase in anatomy self‐efficacy, and showed significant self‐efficacy improvements (p < 0.005). An independent t‐test analysis found no statistically significant difference between the Atlas group and the Artwork group on the anatomy self‐efficacy scales (pretest and posttest) and the anatomy attitudes scale (p > 0.005). Artwork‐based education and learning methods can be used as active learning methods to improve students' self‐efficacy toward anatomy. This method allows learners to employ their creative abilities in order to express their ideas visually, making complex concepts easier to comprehend. It can also help students develop practical, problem‐solving, critical thinking, and teamwork skills. It is cost‐effective and engaging since it does not need any expensive equipment.

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“…The original Escape Rooms were conceived as a game, in which a team of players cooperatively discover clues, solve puzzles and complete tasks in one or more rooms to progress and achieve a specific goal [ 9 ]; with the same approach, it is used as a learning tool [ 11 ]. The activity is largely centered on a story or case that explains the general purpose of the activity, in which participants must collaborate to solve specific topic-related puzzles and riddles in a limited period of time in order to meet predetermined objectives [ 12 ]. Usually, there are several challenges that must be solved for the team to progress through the game until it is completed and thus escape from a room or situation [ 13 ].…”

Section: Introductionmentioning

confidence: 99%

Escape Room vs. Traditional Assessment in Physiotherapy Students’ Anxiety, Stress and Gaming Experience: A Comparative Study

Molina-Torres

Sandoval-Hernández

Ropero‐Padilla

et al. 2021

IJERPH

Self Cite

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Escape Rooms can serve multiple academic and educational purposes and can be used as part of the evaluation of a learning program. The aim of this study was to analyze the levels of anxiety and stress perceived in the evaluation using the Escape Room compared to the traditional evaluation, as well as to analyze the gaming experience. Methods: A comparative study was carried out in students of the Degree in Physiotherapy, with a total of 56 participants who underwent 2 evaluation processes. The variables analyzed were the State—Trait Anxiety Inventory, the Perceived Stress Questionnaire, and the Gaming Experience Scale. A comparative analysis was performed between the groups using the Mann Whitney U test and Student’s T test. Results: The levels of state-anxiety and trait-anxiety were higher in the traditional assessment group. Although no differences were found in the qualification obtained by the students, statistically significant differences were found between the two evaluation systems in terms of the overload factor, the energy factor, and the fear-anxiety factor of the perceived stress questionnaire. Conclusions: The Escape Room can be considered as an alternative to the traditional evaluation in Physiotherapy Degree students due to its lower levels of anxiety and perceived stress.

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The impact of using an “anatomy escape room” on nursing students: A comparative study

Cited by 20 publications

References 47 publications

Evaluation of Knowledge and Competencies in Sexual and Reproductive Health Care Using an Escape Room with Scenario Simulations

Evaluation of Knowledge and Competencies in Sexual and Reproductive Health Care Using an Escape Room with Scenario Simulations

Artwork in anatomy education: A way to improve undergraduate students' self‐efficacy and attitude

Escape Room vs. Traditional Assessment in Physiotherapy Students’ Anxiety, Stress and Gaming Experience: A Comparative Study

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