Experiences and perceptions of escape room-based learning among nursing students: A systematic review and...

In recent years, escape rooms have emerged as a novel pedagogical approach and are increasingly being integrated into nursing education to enhance active learning and engagement.

To comprehensively identify and synthesize qualitative evidence regarding nursing students' experiences and perceptions of escape room-based learning, thereby generating collective insights into its educational impact and implementation.

A comprehensive literature search was conducted across six electronic databases including PubMed, Embase, Scopus, Web of Science, CINAHL Plus, and PsycINFO from their inception to January 19, 2026. Thematic synthesis was employed to analyze and synthesize data from the included studies. The methodological quality of these studies was assessed using the Critical Appraisal Skills Programme qualitative studies checklist.

A total of 13 studies were included in this meta-synthesis. From these, four overarching themes emerged with each encompassing a set of underlying sub-themes resulting in eight distinct themes overall. The overarching themes were: the enabling environment-core pedagogical mechanisms, internal gains-foundational learning outcomes, external competencies-observable skills and readiness, and recommendations for improvement-the learner's voice.

This review enables nursing educators to gain comprehensive insights into students' experiences with escape rooms and their expectations for such educational activities. To maximize the effectiveness of escape rooms in nursing education, future game design may systematically address authenticity, logistical optimization, curricular integration, and feedback mechanisms.