Escape the Typical Classroom Humdrum: An Innovative Approach to APRN Education




Phillips, Angela
Neely, Shaina
smoot, Teresa

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Escape rooms originally developed for entertainment have been modified and used as a didactic tool in teaching and learning (Taraldsen, Haara, Lysne, Jensen, & Jenssen, 2020). Game-based learning offers opportunities related to active learning, creativity, problem solving and social interaction and is well suited for use within nursing education (Taraldsen et al., 2020). Learner centered design theory moves beyond didactic instruction and illustrates alternate modalities of scholarship (Soloway, Guzdian, & Hay, 1994). Escape room scenarios allow graduate nursing students to participate in active learning and creative thinking to transfer the use of acquired knowledge in the clinical setting. In the fall semester of 2021, the Family Nurse Practitioner (FNP) program faculty began the use of escape rooms as an activity during class time. Due to the hybrid format delivery of the FNP program, class time is utilized for accelerated learning experiences. Active learning was evaluated through student surveys. One hundred percent of students achieved a moderate to great gain in knowledge within both types of escape room activities. All FNP students believed educational objectives were met. The goal of this poster is to increase awareness of escape room use within graduate nursing education and to report data collected during use in fall, 2021.


Student surveys, peer critiques, faculty focus group


2022 Faculty Research Poster Session and Research Fair, West Texas A&M University, Department of Nursing, Poster, Escape room, Game-based learning


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