Cardiovascular Cr itical Car e - Es cape Room : An In n ovative an d En gagin g Edu cation al Con cept for - Sigma Repository
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Cardiovascular Cr it ic a l Ca r e
Es c a p e Room : An In n ov a t iv e a n d
En g a g in g Ed u c a t ion a l Con c e p t for
Nu r s in g St u d e n t s
Briyana Morrell, PhD(c), MSN, RN, CCRN -K Un iv e r s it y of In d ia n a p olis m or r e llb@u in d y .e d u He id i Eu ke l, Ph a r m D, RPh Nor t h Da kot a St a t e Un iv e r s it y h e id i.e u ke l@n d s u .e d u
Disclosures
◇ No conflicts of interest.
◇ Self-funded study; no sponsorship
3
Objectives
◇ Describe how the escape room gaming
technique can be applied in nursing
education
◇ Describe the impact of a cardiovascular
nursing education escape room on
students’ knowledge and perceptions
◇ Describe best practices for escape room
learning design
4
- ++
-
Why Gaming?
“…effective not because they are games, but
because of the cognitive and psychological
processes involved .”1
￭ Eng a g em ent
￭ Im m ers ion effect
￭ Im m ed ia te feed b a ck
￭ “Fun” fa ilure
￭ Situa tion-b a s ed 2
7
Educational
Ga m e s
◇ Definition of gaming
◇ Benefits of gaming:
￭ Alig nm ent w ith lea rning ob jectives
￭ Em b ed d ed a s s es s m ents
￭ Enha nce exis ting know led g e
￭ Guid e s tud ents ’ s tud ying 3
￭ Ma y a lig n w ith g enera tion Z lea rning s tyles 4
8
Educational
Es c a p e Room s
◇ Live action, serious gaming
◇ Use content knowledge
◇ Complete tasks/puzzles
◇ To escape a room or solve a final
puzzle 3, 5
9Video
Tr a ile r
10Cardiovascular
Nu r s in g
Es c a p e Room
◇ 9 sequential tasks
◇ Variety of cardiovascular and critical -
care nursing topics
◇ Used locks, blacklights, calculations,
and items around the room 4
11Design Facts
◇ 31 students in groups of 3 -5
◇ 1 faculty in room and 1 off -site
◇ Development time: ~20 hours
◇ Cost: ~$150
1213
14
15
16
Debriefing
◇ Learning that occurred
◇ Challenging tasks and problem -solving
techniques
◇ Communication techniques and challenges
◇ Help seeking —of team members and
facilitators
◇ Application to future professional practice 6
17Quantitative
Re s u lt s
◇ Knowledge
￭ Pre a nd pos t know le dg e
a s s e s s m ent
◇ Pe rce ption
￭ Anonym ous pos t-a ctivity
pe rce ption s urve y 4 , 7
18Knowledge
As s e s s m e n t
Re s u lt s (n =29)
◇ Students’ mean score for the post -knowledge
assessment (61%) was statistically
significantly higher than pre -knowledge
assessment (58%), t (2 8 ) = ‐2 .5 , pEscape Room
Pe r c e p t ion Sc a le
(n =29)
Mean SD
The escape room encouraged me to think about material 4.14 1.22
in a new way.
I would recommend this activity to other students. 4.28 1.31
4
I learned from my peers during the cardiovascular 4.28 1.25
escape room.
20Qualitative
Re s u lt s
◇ The research team identified four overarching
themes in the data:
1. Learner characteristics
2. Game characteristics
3. Learning outcomes
4. Implications for future professional
practice 4
21Game I thought it was pretty enjoyable. […] it was kind of cool
Characteristics because it applied nursing knowledge so then it was,
you know, more critical thinking.
Learner I'm a very hands -on learner […]it was a great balance
Characteristics for me because I learned from doing stuff like that and
“
solving stuff like that.
Learning ...it kind of helped, I think, to guide the study and to get
Outcomes that information already starting to go through your
head. Like how to critically think through.
Implications It just reinforced that it is okay to ask for help, too,
for Future when you don't understand things. [...] that's really
Professional important to take away for real life, too. 3
Practice
22Design Principles
1. Design for learning
2. Ensure proper group size
3. Debrief to ensure learning
4. Use established gamification principles
5. Consider time investment
6. Plan for potential cost
7. Allow adequate preparation time 3
23Best Practices
◇ Test, Test, Test
◇ Objectives and cognitive level
◇ Storyline
◇ Tasks and bridges to next activity
◇ Adequate time for prebrief, activity, debrief
24Design Template
◇ Link to design template
◇ Scan the QR code with your phone
￭ Op en ”Ca m era ” on new er p hones
￭ Us e QR cod e rea d er a p p
25Article on Escape
Room
◇ Morrell, B. L. M., & Eukel, H. N. (2020). Escape
the generational gap: A cardiovascular
escape room for nursing education. Journal of
Nursing Education, 59 (2 ), 1 1 1 -1 1 5 . d oi:
1 0 .3 9 2 8 /0 1 4 8 4 8 3 4 -2 0 2 0 0 1 2 2 -1 1
￭ Include s de ta ils of e s ca pe room ta s ks
26Questions &
An s w e r s
27Briyana Morrell, MSN, RN, CCRN -K Un iv e r s it y of In d ia n a p olis m or r e llb@u in d y .e d u He id i Eu ke l, Ph a r m D, RPh Nor t h Da kot a St a t e Un iv e r s it y h e id i.e u ke l@n d s u .e d u
References
1. Van Eck, R. (2006). Digital game -based learning: It’s not just the digital
natives who are restless. EDUCAUSE, 41(2), 16-30.
2. Ca in, J., & Pia s cik P. (2015). Are s e rious g a m e s a g ood s tra te g y for
pha rm a cy e duca tion? American Journal of Pharmaceutical Education,
79 (4): doi: 10.5888/1jpe .79447
3. Morre ll, B. L. M., & Ba ll, H. (2019) Ca n you e s ca pe nurs ing s chool?:
Educa tiona l e s ca pe room in nurs ing e duca tion. Nursing Education
Perspectives . doi: 10.1097/01/NEP.0000000000000441
4. Morre ll, B. L. M., & Euke l, H. N. (2020). Es ca pe the g e ne ra tiona l g a p: A
ca rdiova s cula r e s ca pe room for nurs ing e duca tion. Journal of Nursing
Education, 59 (2), 111-115. doi: 10.3928/01484834-20200122-11
29References
5. Nicholson, S. (2015). Peeking behind the locked door: A survey of
escape room facilities. Retrieved from
http://scottnicholson.com/pubs/erfacwhite.pdf
6. University of Minnesota Academic Health Center Office of Education.
(2018). Advanced escape room facilitator guidebook
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pharmacy students – Design and evaluation of a diabetes -themed
escape room . American Journal of Pharmaceutical Education, 81 (7), 1-
5. doi: 10.5688/a jpe 8176265
Im a g e re fe re nce s a va ila ble upon re que s t
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