Unlocking competence, cultivating connections: Adapting escape rooms for graduate nursing education

Many graduate nursing programs are increasingly adopting hybrid learning models, challenging educators to deliver hands-on, competency-based experiences with limited face-to-face instruction. This article presents an innovative approach using educational escape rooms to enhance engagement, clinical reasoning, and collaboration among psychiatric mental health nurse practitioner (PMHNP) students. A pilot escape room activity was implemented at the University of Kentucky, simulating a diagnostic reasoning scenario focused on differentiating between unipolar and bipolar depression. This activity intended to assess critical thinking, teamwork, and communication skills that align with the AACN Essentials. Post-activity student surveys, debriefings, and faculty observations using the Jefferson Teamwork Observation Guide showed positive outcomes in diagnostic confidence, peer connection, and real-world applicability. While most students found the experience engaging and educational, feedback suggested areas of improvement for future iterations including smaller groups and differentiating content by experience level. This activity supports the notion that escape rooms are a valuable, low-stakes experiential learning strategy to reinforce clinical competencies and build community in graduate nursing education.