Background: Immersive learning activities, such as escape room educational gaming in nursing simulation laboratories, have proven to be effective teaching strategies that promote communication and teamwork. These activities also provide educators with opportunities to assess clinical skills competencies, as well as providing them with a means for evaluating the transfer of didactic knowledge to clinical practice. Method: An obstetrical skills relay race with an escape room element was created as a formative evaluation method to determine if nursing students were able to demonstrate competency related to the identified learning needs. Results: The competitive aspects of this learning activity were perceived as exciting and motivating by the educators and students. Conclusion: An escape room–themed relay race incorporated into an obstetric skills laboratory is considered an innovative and formative evaluation method, as well as an engaging and motivating learning activity for nursing students. [ J Nurs. Educ. 2020;59(11):646–650.]

It has been suggested that culturally relevant literature can be beneficial to elementary school students' learning. Yet, less research has focused on African American students' perspectives of that literature, including aspects of that engagement that may benefit their learning. Therefore, the main goal centred on US elementary school students' perspectives of African American children's literature in an after‐school book club. There were 15 second‐ and third‐grade African American students from a low‐income area who participated in the 6‐week book club. The book club sessions were recorded, student artefacts were collected and a focus group was held with students. Following the book club, there were two classroom teachers interviewed along with an after‐school teacher facilitator. Based on the analysis, four themes were found. These focused on increased reading motivation, the role of cultural and personal associations with literature for comprehending, engagement in communal learning and improved access to culturally relevant texts. The results extend previous research on the importance of social collaboration and culturally relevant books to promote motivation and reading comprehension among learners and highlight the value of collaborative and culturally based learning for Black children in the American context.