Background: Ethical and professional values are universal rules of conduct that provide a practical basis for identifying what kinds of actions, intentions, and motives are valued. It is demonstrated in ethical codes and clarify nursing profession practices, such as the quality of professional care. Aim: of this study assess the nurses' awareness regarding ethical and legal issues in critical care units. Design: A descriptive exploratory research design was used to conduct this study. Setting: Emergency Hospital at critical care units, Mansoura University, Egypt. Subjects: A convenient sample of all available nurses (50) from both sex working in Critical Care Units, who provide direct patient care. Tools: Data were collected through using two tools; Tool (I) Self-Administrated interview Questionnaire, that include two parts; part I included demographic characteristics of nurses and part II included Self-Administered knowledge questionnaire. Tool (II) observational checklist to assess the level of nurses' practice. Results: More than half of the studied nurses had average level regarding their knowledge about ethical issues in critical care units. While the same percentage were incompetent related to their practice level about the professional nursing ethics. Conclusion: There were a highly significant positive correlation between total knowledge and practice of the studied nurses regarding ethical issues in Critical Care Units. Also, more than half of studied nurses were incompetent related to their total practice level about the professional nursing ethics. Recommendation: The necessity of providing critical care nurses with specialized training in ethical and legal problems. The study should be replicated on large sample and in different hospitals setting to generalize the results.

Aim The emerging field of gamification, the addition of game play elements to non-game settings, is widely used in business and is increasingly being used in education. Successful methods have included live leader boards and a web-based game solving a protein folding conundrum. Method We designed an escape room (ER), incorporating gaming elements, focussing on communication in a surgical environment. A cross over study was delivered to 4th year medical students, comparing traditional simulation. The ER included logic puzzles, hidden clues, padlocked boxes, and surgical skills appropriate to their level. Self-reported engagement and teamwork were recorded, as was observed teamwork and communication skills. Results Self-reported engagement was very high for the students compared to more traditional simulation, including better understanding of effective communication strategies. The ER group were less likely to self-identify learning points but structured debrief mitigated this difference. Conclusions Gamification techniques can be integrated with good engagement and educational outcomes and should be considered as an adjunct to existing simulation strategy.

Aim Combining traditional simulation (TS) and the emerging field of gamification, to create medical Escape Rooms (ERS) has been used in Nursing to good results but is yet to be widely adopted in medical education. We conducted a pilot study to create ERS for undergraduates to assess their educational value. Method Existing Simulation themes of sepsis, post-operative bleeding, trauma, burns and communication in the theatre environment were developed into Escape Rooms by a multidisciplinary team. A cross over study for 4th year students was carried out. Questionnaires were used to evaluate the experience, learning assessed by pre and post quiz and observational tools for teamwork, communication and leadership were utilised. Results Qualitative data demonstrated overall good feedback on enjoyment an engagement. Quantitative data collected as pre- and post-exposure learning demonstrated equivocal benefit. Self-assessed teamwork showed equal in all domains and improved in contribution of knowledge and maintaining team focus on the ER group. Conclusions Participants find ER enjoyable have similar educational benefits of traditional simulation with the benefits on enhancing non-technical skills amongst a novice group. Escape rooms may be useful as an adjunct to TS particularly at developing non-technical skills.