An Escape Game for Neonatal Nurse Practitioner Students: Is Time on Your Side?

Literature supports integration of active learning strategies into curriculum. This article highlights an innovative approach to engage students in application of didactic lecture into a clinical management scenario through creation of a neonatal escape game. A case-based escape game required studen...

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Veröffentlicht in:Nurse educator Jg. 50; H. 5; S. E312
Hauptverfasser: Moss, Colleen Reilly, Nation, Helen, Hall, Eric
Format: Journal Article
Sprache:Englisch
Veröffentlicht: United States 01.09.2025
Schlagworte:
Clinical Competence
Curriculum
Female
Humans
Male
Neonatal Nursing - education
Nurse Practitioners - education
Nursing Education Research
Nursing Evaluation Research
Problem-Based Learning - methods
Students, Nursing - psychology
Students, Nursing - statistics & numerical data
gamification
neonatal nurse practitioner
clinical competence
advanced practice nursing education
ISSN:1538-9855, 1538-9855
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Zusammenfassung:Literature supports integration of active learning strategies into curriculum. This article highlights an innovative approach to engage students in application of didactic lecture into a clinical management scenario through creation of a neonatal escape game. A case-based escape game required students to critically evaluate laboratory values, assessment findings, and perform calculations to solve clues to "escape" within a 20-minute period. Pre- and post-surveys measured confidence related to clinical reasoning. Three out of 4 teams successfully "escaped" within the set time limit. Simulation Effectiveness Tool-Modified (SET-M) mean scores (n = 13) across prebrief, scenario, and debrief showed increased confidence. Curriculum content comparison between pre- ( M = 3.36) and post-assessment ( M = 3.97) revealed an 18.15% growth with P <.05. All students reported the experience contributed to their learning. Alternative learning activities, such as an escape game, enhance application of didactic material before transition into clinical practice.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:1538-9855
1538-9855
DOI:10.1097/NNE.0000000000001842