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Using Experiential Learning in Escape Rooms to Deliver Policies and Procedures in Academic and Acute Care Settings
Desiree A Diaz1, Kristen McVerry, Syretta Spears
1About the Authors Desiree A. Diaz, PhD, RN-BC, CNE, CHSE-A, ANEF, is an associate professor, University of Central Florida, Orlando, Florida. Kristen, McVerry, MSN, RN-BC, is program mentor, Western Governors University, Salt Lake City, Utah. Syretta Spears, MA, CHSOS, is assistant director, STIM Center, University of Central Florida. Rubén Z. Díaz, BS, is embedded participant, Simsations 4 LIFE, University of Central Florida. Loren T. Stauffer, BSN, RN, is an educator, MedStar St. Mary's Hospital, Leonardtown, Maryland. The authors are grateful to the Vizient/AACN Nurse Residency Program, MedStar St. Mary's Hospital Simulation Training and Education Lab, and Simsations-4-LIFE at the University of Central Florida, as well as to the accelerated students at the University of Connecticut. For more information, contact Dr. Diaz at Desiree.Diaz@UCF.edu.
Abstract:
Puzzle rooms, recently termed "escape rooms," have been in existence for several years and are increasing in popularity in the United States. These experiential learning rooms create an inviting learning environment for both the academic and acute care learner. Learners are placed in strategic cooperative learning groups to promote teamwork, collaboration, critical thinking, and communication. Participation in an escape room can be used to reinforce policies and procedures that are standard in nursing practice. Overall acceptance of this novel idea in nursing was positive for registered nurse, student, and community member outcomes; evaluations were affirmative for learning engagement.
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