Using a digital escape room to engage first year pre-registration nursing students in evidence-based practice learning: a case study
DOI:
https://doi.org/10.47408/jldhe.vi27.1003Keywords:
evidence-based practice, healthcare students, virtual escape room, curriculum innovation, curriculum designAbstract
If health professionals are to deliver care which reflects the best evidence available, they need to develop an understanding of how to find, appraise and use research to inform their clinical practice.
A digital escape room activity was designed for a first-year undergraduate module, to develop nursing students’ skills in the first three stages of evidence-based practice: developing a question, searching and appraising the literature. The escape room was hosted on the university’s virtual learning environment.
The evaluation of the activity is based on the feedback from a digital survey used with three consecutive first year undergraduate cohorts (n = 83) and the staff involved in the design and delivery of the activity.
Over 99% of students found the activity fun, with over 90% declaring that it was more engaging and motivating than other group learning activities. Almost 90% of students were looking forward to completing another DER type activity.
The feedback indicates that both staff and students were motivated by the digital learning experience, with a positive impact on group engagement and students’ perception of learning.
References
Afdal, H., Spernes, K. & Hoff-Jenssen, R. (2022) Academic reading as a social practice in higher education. High Education. https://doi.org/10.1007/s10734-022-00893-x
Albarqouni, L., Hoffmann, T., & Glasziou, P. (2018). Evidence-based practice educational intervention studies: A systematic review of what is taught and how it is measured. BMC Medical Education, 18(1), 1–8. https://doi.org/10.1186/s12909-018-1284-1
Ang, J. W. J., Ng, Y. N. A., & Liew, R. S. (2020). Physical and Digital Educational Escape Room for Teaching Chemical Bonding. Journal of Chemical Education, 97(9), 2849–2856. https://doi.org/10.1021/acs.jchemed.0c00612
Anton-Solanas, I., Rodriguez-Roca, B., Urcola-Pardo, F., Anguas-Gracia, A., Satustegui-Dorda, P. J., Echaniz-Serrano, E., & Subiron-Valera, A. B. (2022). An evaluation of undergraduate student nurses' gameful experience whilst playing a digital escape room as part of a FIRST year module: A cross-sectional study. Nurse Education Today, 118, 105527. https://doi.org/10.1016/j.nedt.2022.105527
Baker, S., Bangeni, B., Burke, R. & Hunma, A. (2019) The invisibility of academic reading as social practice and its implications for equity in higher education: a scoping study. Higher Education Research & Development, 38(1), 142-156. https://doi.org/10.1080/07294360.2018.1540554
Borglin, G., & Fagerström, C. (2012). Nursing students’ understanding of critical thinking and appraisal and academic writing: A descriptive, qualitative study. Nurse Education in Practice, 12(6), 356–360. https://doi.org/10.1016/j.nepr.2012.04.009
Bullock, O. M., Colón Amill, D., Shulman, H. C., & Dixon, G. N. (2019). Jargon as a barrier to effective science communication: Evidence from metacognition. Public Understanding of Science, 28(7), 845–853. https://doi.org/10.1177/0963662519865687
Darby, J. A. (2006). Evaluating training courses: An exercise in social desirability? Journal of European Industrial Training, 30(3), 227–239. https://doi.org/10.1108/03090590610662968
Erickson, B., Peters, C., & Strommer, D. (2006). Teaching First-Year College Students. Jossey-Bass.
Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating Rigor Using Thematic Analysis: A Hybrid Approach of Inductive and Deductive Coding and Theme Development. International Journal of Qualitative Methods, 5(1), 80–92. https://doi.org/10.1177/160940690600500107
Ferrer-Sargues, F. J., Kot Baixauli, P. E., Carmenate-Fernández, M., Rodríguez-Salvador, G., González Domínguez, J. Á., Martínez-Olmos, F. J., & Valtueña-Gimeno, N. (2021). Escape-cardio: gamification in cardiovascular physiotherapy. An observational study. Nurse Education Today, 106, 105062. https://doi.org/10.1016/j.nedt.2021.105062
Fiset, V. J., Graham, I. D., & Davies, B. L. (2017). Evidence-based practice in clinical nursing education: A scoping review. Journal of Nursing Education, 56(9), 534–541. https://doi.org/10.3928/01484834-20170817-04
Fotaris, P., & Mastoras, T. (2019). Escape rooms for learning: A systematic review. Proceedings of the European Conference on Games-Based Learning, 2019-Octob, 235–243. https://doi.org/10.34190/GBL.19.179
Foulds, J. L., & Forbes, K. L. (2021). Escaping the Routine Journal Club, Virtually. Medical Education, 55(5), 635-635. Retrieved from https://doi.org/10.1111/medu.14482
Fowler, F. J. (2009). Survey research methods. Sage Publications, Inc.
Guest, D., & Clinton, M. (2007). Human resource management and university performance. (Leadership).
Fusco, N., Foltz-Ramos, K., & Ohtake, P. (2022). An interprofessional escape room experience to improve knowledge and collaboration among health professions students. American Journal of Pharmaceutical Education, 86(9). https://doi.org/10.5688/ajpe8823
Hermida, J. (2009). The Importance of teaching academic reading skills in first-year university courses. Ssrn.Com. http://ssrn.com/abstract=1419247
Hickner, A., Wright, D., Merlo, L., Gordon-Elliott, J. S., & Delgado, D. (2021). Redesigning library orientation for first-year medical students during the pandemic. Journal of the Medical Library Association, 109(3), 497–502. https://doi.org/10.5195/jmla.2021.1190
Hitch, D., & Nicola-Richmond, K. (2017). Instructional practices for evidence-based practice with pre-registration allied health students: a review of recent research and developments. Advances in Health Sciences Education, 22(4), 1031–1045. https://doi.org/10.1007/s10459-016-9702-9
Horntvedt, M. E. T., Nordsteien, A., Fermann, T., & Severinsson, E. (2018). Strategies for teaching evidence-based practice in nursing education: A thematic literature review. BMC Medical Education, 18(1), 1–11. https://doi.org/10.1186/s12909-018-1278-z
Hoyle, R. H., Harris, M. J., & Judd, C. M. (2002). Research Methods in Social Relations (7th ed.). Wadsworth.
Institute of Entrepreneurship Development. (2020). Escape room trends. //ied.eu/project-updates/escape-rooms-trends/#
Langegård, U., Kiani, K., Nielsen, S. J., & Svensson, P. A. (2021). Nursing students’ experiences of a pedagogical transition from campus learning to distance learning using digital tools. BMC Nursing, 20(1), 1–10. https://doi.org/10.1186/s12912-021-00542-1
Lehane, E., Leahy-Warren, P., O’Riordan, C., Savage, E., Drennan, J., O’Tuathaigh, C., O’Connor, M., Corrigan, M., Burke, F., Hayes, M., Lynch, H., Sahm, L., Heffernan, E., O’Keeffe, E., Blake, C., Horgan, F., & Hegarty, J. (2019). Evidence-based practice education for healthcare professions: An expert view. BMJ Evidence-Based Medicine, 24(3), 103–108. https://doi.org/10.1136/bmjebm-2018-111019
Lundholm, M. D., Simpson, K. P., & Ozark, L. (2021). A medical escape room to build intern workplace social capital in an internal medicine residency program. Med Teach, 44(5), 546-550. https://doi.org/10.1080/0142159X.2021.2005243
Makri, A., Vlachopoulos, D., & Martina, R. A. (2021). Digital escape rooms as innovative pedagogical tools in education: A systematic literature review. Sustainability (Switzerland), 13(8), 1–29. https://doi.org/10.3390/su13084587
Männistö, M., Mikkonen, K., Kuivila, H.K., Virtanen, M., Kyngäs, H., & Kääriäinen, M. Digital collaborative learning in nursing education: a systematic review. Scandinavian Journal of caring sciences, 34(2), 280-292. https://doi.org/10.1111/scs.12743
Melnyk, B. M., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2009). Evidence-based practice: step by step: igniting a spirit of inquiry: an essential foundation for evidence-based practice. The American Journal of Nursing, 109(11), 49–52. https://doi.org/10.1097/01.NAJ.0000363354.53883.58
Molina-Torres, G., Cardona, D., Requena, M., Rodriguez-Arrastia, M., Roman, P., & Ropero-Padilla, C. (2022). The impact of using an “anatomy escape room” on nursing students: a comparative study. Nurse Education Today, 109, 105205. https://doi.org/10.1016/j.nedt.2021.105205
Nadelson, S., & Nadelson, L. (2020). Bringing a Mystery to the Evidence-Based Practice: Using Escape Rooms to Enhance Learning. Worldviews on Evidence-Based Nursing, 17(4), 329–331. https://doi.org/10.1111/wvn.12461
National Health Service Improvement and National Health Service England; (2020). Leading the acceleration of evidence into practice: a guide for executive nurses. March, 32. https://www.england.nhs.uk/wp-content/uploads/2020/03/leading-the-acceleration-of-evidence-into-practice-guide.pdf
Newhouse, R. P. (2007). Creating infrastructure supportive of evidence-based nursing practice: leadership strategies, Worldviews on Evidence-Based Nursing, (1), 21-29. https:doi.org/10.1111/j.1741-6787.2007.00075.x
Nicholson, S. (2018). Creating engaging escape rooms for the classroom. Childhood Education, 94(1), 44–49. https://doi.org/10.1080/00094056.2018.1420363
Powers, K., Brandon, J., Townsend-Chambers, C. (2022). Preparing nursing students for home health using an escape room: A qualitative study. Nurse Education Today, 108, 105215. https://doi.org/10.1016/j.nedt.2021.105215
Reinkemeyer, E. A., Chrisman, M., & Patel, S. E. (2022). Escape rooms in nursing education: an integrative review of their use, outcomes, and barriers to implementation. Nurse Education Today, 119, 105571. https://doi.org/10.1016/j.nedt.2022.105571
Saltz, J., & Heckman, R. (2020). Using structured pair activities in a distributed online breakout room. Online Learning Journal, 24(1), 227–244. https://doi.org/10.24059/olj.v24i1.1632
Stollhans, S. (2020). Designing escape game activities for language classes. Innovative Language Teaching and Learning at University: Treasuring Languages, 27–32. https://doi.org/10.14705/rpnet.2020.40.1062
Styling, G., Welton, C., Milijasevic, N., Peterson, E., & Sia, S. (2018). You can escape, but did you learn? using escape rooms to measure knowledge and increase awareness. Canadian Journal of Respiratory Therapy, 73(7), 51. https://doi.org/10.1136/thoraxjnl-2017-211138
Taraldsen, L. H., Haara, F. O., Lysne, M. S., Jensen, P. R., & Jenssen, E. S. (2022). A review on use of escape rooms in education–touching the void. Education Inquiry, 13(2), 169–184. https://doi.org/10.1080/20004508.2020.1860284
Titler, M. (2008). The Evidence for Evidence-Based Practice Implementation. In R. . Hughes (Ed.), Patient Safety and Quality: An Evidence-Based Handbook for Nurses (pp. 113–132). Agency for Healthcare Research and Quality.
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User Acceptance of Information Technology: Toward a Unified View. MIS Quarterly, 27(3), 425–478. https://www.jstor.org/stable/30036540
WHO. (2015). European strategic directions for strengthening nursing and midwifery towards Health 2020 goals. European Strategic Directions for Strengthening Nursing and Midwifery towards Health 2020 Goals. Marmorvej; 2015., 35. http://www.euro.who.int/__data/assets/pdf_file/0004/274306/European-strategic-directions-strengthening-nursing-midwifery-Health2020_en-REV1.pdf?ua=1
Xu, Z., Chen, Z., Eutsler, L., Geng, Z., & Kogut, A. (2020). A scoping review of digital game-based technology on English language learning. Educational Technology Research and Development, 68(3), 877–904. https://doi.org/10.1007/s11423-019-09702-2
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Journal of Learning Development in Higher Education
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
