Evaluating student nurses satisfaction with educational escape rooms as a pedagogical approach to teaching professional nursing values
Year: 2025
Type: article
Study design: Observational Study
Abstract: BACKGROUND: Understanding the expectations of new generations of students entering higher education can be challenging. Generation Z have been brought up in a digital world, keeping them focused and entertained. Education must respond to the changing student profiles. Consideration should be given to integrating a hyper-cognitive approach to meet the expectations of students and fuel a positive learning experience for all evolving generations. AIM: To determine student nurses' satisfaction of escape rooms to facilitate learning of professional values; teamwork, decision making and sharing information. METHOD: Quantitative cross-sectional questionnaire to capture participants' satisfaction following their participation in the escape room activity. FRAMEWORK: The pedagogical benefits of escape rooms were explored as a teaching strategy for the evolving generation of students entering nurse education. The premise being,offering influential 'games' which nurture and encourage active collaboration among students would help to form peer connections and create relationships among new students entering nurse education. Escape rooms are coactive and can drive interdependence among participants sharing a goal by creating an environment for team working in nursing education. RESULTS: Of the 45 student nurses 100% (n=45) felt part of a team, 98% (n=44) had a positive experience, and only 2% (n=1) thought that the experience was stressful. CONCLUSION: Using escape rooms as a teaching and learning tool is an innovative pedagogical approach, offering a dynamic, hands-on experience that engages students through problem-solving and teamwork. Student nurses gave positive responses to teamwork, decision making, sharing information and enjoyment of the activity. This research will inform the development and uptake of core competencies for future nurses, creating teamwork and professionalism within a collaborative live educational environment. CLINICAL TRIAL NUMBER: Not applicable TRIAL REGISTRATION: Pilot not a controlled trial. No registration.
Source: BMC Nursing
Authors: Nicola Rowley, Sandra Lucas
Institution: University of the West of Scotland
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: gold
Estimated APC paid: $3,090
OpenAlex ID: W4415382200