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Escape Room: Innovative Teaching Strategy to Stimulate Critical Thinking/Judgment in Nursing Students
Veronica Rakaczky Smith1, Patricia Ann Paul
1About the Authors Veronica Smith, MSN, RN, CMSRN, is an assistant professor of nursing, Community College of Allegheny County, West Mifflin, Pennsylvania. Patricia Paul, DNP, RN, CNE, is a professor of nursing, Community College of Allegheny County. For more information, contact Veronica Smith at vsmith@ccac.edu.
Abstract:
The Escape Room, an innovative teaching strategy, can be customized to various nursing scenarios. Student teams complete puzzles and tasks to reach designated goals and objectives within a limited time frame. Escape Rooms were designed as a clinical make-up day for 10 first-year, second-semester associate degree nursing students. Using activity theory to create a constructivist learning environment, scenarios were designed to focus on diabetic ketoacidosis and safety/environmental factors associated with aspiration pneumonia and wound dehiscence. This student sample evaluated the Escape Room experiences as an effective method for content retention and clinical thinking/judgment.
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