The impact on nursing students' opinions and motivation of using a “Nursing Escape Room” as a teaching game: A descriptive study

Gómez‐Urquiza, José Luis; Gómez‐Salgado, Juan; Albendín‐García, Luis; Correa‐Rodríguez, María; González‐Jiménez, Emilio; Fuente, Guillermo A. Cañadas‐De la

doi:10.1016/j.nedt.2018.10.018

Cited by 210 publications

(220 citation statements)

References 18 publications

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“…With respect to student feedback, our findings are similar to other studies, reporting that the majority of participants enjoyed the experience of the escape room, and preferred this teaching to a didactic lecture [4,7,12,22]. In studies by Backhouse et al [4] and Gomez-Urquiza et al [7], undergraduate medical and nursing students also self-reported feeling more confident in implementing new skills and motivated to learning more about the topic outlined by the escape room. Kinio et al [10] also found that as a result of conducting their vascular surgery themed escape room, 92% of students reported an increased interest in the specialty.…”

Section: Discussionsupporting

confidence: 86%

“…Crossword puzzle 5.5 (4)(5)(6)(7)(8) an escape room, lecture-based teaching or a 'no directed teaching' group, and the fact that our teaching session included a lecture component as well. Therefore, whilst we were able to demonstrate students' enjoyment and improvement in paediatric radiology knowledge, we cannot draw any conclusion as to whether this teaching method is more effective than the usual lecture-based teaching or self-directed learning, nor the degree of influence the tutorial component of the escape room session played on knowledge improvement.…”

Section: Discussionmentioning

confidence: 99%

“…This teaching method has been shown to be feasible and enjoyable when developed and tested on radiology trainees [6], as well as undergraduate students on a variety of healthcare topics (e.g. nursing [7,8], pharmacy [9], surgery [10,11] and dermatology [12]).…”

Section: Introductionmentioning

confidence: 99%

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Feasibility of a paediatric radiology escape room for undergraduate education

et al. 2020

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Objectives: To develop a paediatric radiology themed escape room session for undergraduate education and secondly, to determine participant satisfaction and improvement in knowledge. Methods: A paediatric radiology escape room with accompanying tutorial was developed around key learning objectives set within the RCR and ESR undergraduate curriculum. Students were recruited from two different universities and undertook the escape room themed teaching. An 8-question single best answer (SBA) test was completed before, immediately after and at 2 weeks post-teaching to determine participant improvement and retention of knowledge. The general feedback was also collected. Results: The escape room sessions were held three times, for 19 students (6-7 students per session). All groups completed the escape room in ≤ 20 min. Students enjoyed the experience, assigning an average satisfaction score of 9.4/10 (range 7-10). The majority (17/19, 89.5%) preferred this method of teaching to a lecture-based tutorial alone, although all said they found the tutorial component useful. For the SBA test, there was an average increase in 3.6 marks (range 1-6 marks) per participant between before and after the escape room. This improved knowledge was mostly sustained after 2 weeks, with an average increase of 3.4 marks difference (range 1 to 6) per participant compared to before the teaching. Conclusions: A paediatric radiology themed escape room is a feasible teaching method, enjoyed by participants and associated with an increase in radiological knowledge. Further work with larger sample size and direct comparison with other traditional teaching methods is required.A paediatric radiology themed escape room is a feasible teaching method. Students enjoyed the escape room, and most preferred it over didactic lectures. Improvement in paediatric radiology knowledge was maintained after the teaching.

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Section: Discussionsupporting

confidence: 86%

Section: Discussionmentioning

confidence: 99%

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Feasibility of a paediatric radiology escape room for undergraduate education

et al. 2020

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“…Some clear advantage of educational games is how the students perceive it to be useful for their learning experience. Recent studies show that educational game is perceived to be able to increase students' enjoyment during the learning process [3] as well as promoting skill and knowledge gain [4]. Digital educational games also offer an advantage in terms of enriched visuals as well as more appealing multimedia aspects [5].…”

Section: Introductionmentioning

confidence: 99%

Perceived Usability of Educational Chemistry Game Gathered via CSUQ Usability Testing in Indonesian High School Students

Tolle¹,

Hafis²,

Supianto³

et al. 2020

IJACSA

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Educational game is now a commonplace among students and teachers alike. Recent researches show that studies regarding educational game general effectiveness in the learning environment are nothing new. However, usability studies in the educational game are rather rare compared to general nongame-related usability studies. This research synthesizes the result obtained from the Computer System Usability Questionnaire (CSUQ) and separated between multiple students pre-existing grouping such as genders, prior knowledge, as well as experimental treatment setup such as materials given before the game session. The metrics are tested in an Indonesian high school by using an educational game of chemistry regarding the topic of reaction rate with a total of 53 participants. General results show that there exist many differences of perceived usability aspects between male and female students, the existence of learning materials given before the game session, as well as the existence of students' prior knowledge. Overall, the main findings of this research show that usability in the educational game is affected by gender, materials existence, and previous knowledge existence.

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“…The concept of an Escape Room educational activity offers the potential to expand an educator's repertoire of active learning methods. This novel activity has been recently described in the literature for nursing and medical student education with some success . Our aim was to adapt this game design to teach core EM content and procedural aptitude, while creating an engaging team‐building activity.…”

Section: Introductionmentioning

confidence: 99%

Escape the Trauma Room

Podlog

Husain

Greenstein

et al. 2019

AEM Education and Training

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Traditional conference didactics may not be effectively meeting the learning needs of today's emergency medicine (EM) residents, and educators are employing various interactive approaches to engage learners. Escape Room is a popular adventure game in which participants must work together to solve a series of puzzles to escape a locked room. Our aim was to adapt this game design to teach core EM content and procedural aptitude. Upon entering the “locked” room residents were faced with a series of puzzles involving concepts such as toxicology antidotes, ventilator management, echocardiogram interpretations, airway foreign body removal, arterial line transducer setup, and using a cast cutter. Using teamwork and limited clues learners had to work together to “escape” the room. Afterward, a didactic summary was given to enhance knowledge retention. The Escape Room construct was successfully adopted as an engaging model to teach EM core content and procedure skills while simultaneously fostering team building. Feedback received was overwhelmingly positive. This unique alternative educational activity can be easily implemented at any EM residency program as an effective alternative educational tool

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The impact on nursing students' opinions and motivation of using a “Nursing Escape Room” as a teaching game: A descriptive study

Cited by 210 publications

References 18 publications

Feasibility of a paediatric radiology escape room for undergraduate education

Feasibility of a paediatric radiology escape room for undergraduate education

Perceived Usability of Educational Chemistry Game Gathered via CSUQ Usability Testing in Indonesian High School Students

Escape the Trauma Room

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