Escape Rooms as a Clinical Evaluation Method for Nursing Students

Gutiérrez-Puertas, Lorena; Márquez-Hernández, Verónica V.; Román, Pablo; Rodriguez‐Arrastia, Miguel; Ropero‐Padilla, Carmen; Molina-Torres, Guadalupe

doi:10.1016/j.ecns.2020.05.010

Cited by 38 publications

(33 citation statements)

References 40 publications

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“…Gamification technology has proven to be an effective tool for clinical nursing skill training. However, users' feelings and attitudes toward the gamification content should be considered [32]. In addition, both gamification technologies and gameful experience can result in psychological or behavioral changes [33].…”

Section: Introductionmentioning

confidence: 99%

How Gameful Experience Affects Public Knowledge, Attitudes, and Practices Regarding COVID-19 Among the Taiwanese Public: Cross-sectional Study

Peng¹,

Bai²

2021

JMIR Serious Games

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Background In 2019, with the COVID-19 pandemic sweeping across the globe, public health systems worldwide faced severe challenges. Amid the pandemic, one simulation game, Plague Inc., has received substantial attention. This game has indirectly drawn greater public attention to public health issues by simulating pathogen transmission and disease symptoms. Objective Against this backdrop, this research investigates whether the gameful experience of Plague Inc. has indirectly affected public knowledge, attitudes, and practices (KAP) regarding COVID-19. Methods An online survey was conducted through social networking services in Taiwan from May 6-28, 2020. Results A total of 486 subjects participated in this study, of which 276 (56.8%) had played Plague Inc. This study had several findings. First, participants who had played Plague Inc. demonstrated higher levels of knowledge (P=.03, median 7, IQR 7-8) and attitudes (P=.007, median 8, IQR 7-8) than participants who had not played Plague Inc. (knowledge: median 7, IQR 6-8; attitude: median 7, IQR 6-8). Second, there was a significant correlation between creative thinking (ρ=.127, P=.04) and dominance (ρ=.122, P=.04) in attitude. Finally, there was a significant correlation between creative thinking (ρ=.126, P<.001) and dominance (ρ=.119, P=.049) in practice. Conclusions Serious games highlighting the theme of pathogen transmission may enhance public knowledge and attitudes regarding COVID-19. Furthermore, the creative thinking and dominance involved in gameful experiences may act as critical factors in public attitudes and practices regarding COVID-19. These findings should be further verified through experimental research in the future.

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Section: Introductionmentioning

confidence: 99%

How Gameful Experience Affects Public Knowledge, Attitudes, and Practices Regarding COVID-19 Among the Taiwanese Public: Cross-sectional Study

Peng¹,

Bai²

2021

JMIR Serious Games

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“…In addition, the students reported very few negative effects of the gaming experience, which is in line with the results of other studies where activation and the absence of negative effects stand out [ 32 , 33 ], although these studies are focused on learning through the Escape Room and not on evaluation, as in the present study. On the other hand, the results of the present study can be contrasted with another study where the Escape Room is used as an evaluation method that offers high levels of enjoyment, absorption, creative thinking, activation and dominance [ 6 , 23 ]. In addition, it should be noted that no differences were found between the two evaluation systems in terms of the acquisition of practical skills, with similar scores being observed in the evaluation using the Escape Room.…”

Section: Discussionmentioning

confidence: 73%

“…The Escape Room as an evaluation method could be especially important due to its multiple benefits, mainly the reduction in stress, the improvement of motivation, a better identification of strengths and weaknesses, and the improvement of professional practice and decision making [ 20 , 21 , 22 ]. Several studies have included the use of the Escape Room as an evaluation method in nursing students [ 5 , 23 ]; however, there are no studies in which the Escape Room tool is used in the teaching-learning process or as an evaluation system in Physiotherapy students. Therefore, the aim of this study was to analyze the implementation of the Escape Room as an evaluation method in students of the Degree in Physiotherapy compared to the traditional evaluation, in order to observe the levels of anxiety and perceived stress, as well as to analyze the gaming experience among these students.…”

Section: Introductionmentioning

confidence: 99%

Escape Room vs. Traditional Assessment in Physiotherapy Students’ Anxiety, Stress and Gaming Experience: A Comparative Study

Molina-Torres

Sandoval-Hernández

Ropero‐Padilla

et al. 2021

IJERPH

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Escape Rooms can serve multiple academic and educational purposes and can be used as part of the evaluation of a learning program. The aim of this study was to analyze the levels of anxiety and stress perceived in the evaluation using the Escape Room compared to the traditional evaluation, as well as to analyze the gaming experience. Methods: A comparative study was carried out in students of the Degree in Physiotherapy, with a total of 56 participants who underwent 2 evaluation processes. The variables analyzed were the State—Trait Anxiety Inventory, the Perceived Stress Questionnaire, and the Gaming Experience Scale. A comparative analysis was performed between the groups using the Mann Whitney U test and Student’s T test. Results: The levels of state-anxiety and trait-anxiety were higher in the traditional assessment group. Although no differences were found in the qualification obtained by the students, statistically significant differences were found between the two evaluation systems in terms of the overload factor, the energy factor, and the fear-anxiety factor of the perceived stress questionnaire. Conclusions: The Escape Room can be considered as an alternative to the traditional evaluation in Physiotherapy Degree students due to its lower levels of anxiety and perceived stress.

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“…Additionally, owing to the nature of the intervention, the participants could not be blinded. Besides, the GAMEX scale has been validated in a digital environment and has not been validated for a nondigital game, although it was previously used with good consistency [ 44 , 45 ]. Despite these drawbacks, the limited number of studies exploring the influence of games in the health sciences is one of the strengths.…”

Section: Discussionmentioning

confidence: 99%

Game-Based Learning Outcomes Among Physiotherapy Students: Comparative Study

Molina-Torres¹,

Rodriguez‐Arrastia²,

Alarcón³

et al. 2021

JMIR Serious Games

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Background University teaching methods are changing, and in response to a classical teacher-centered approach, new methods continue to strengthen knowledge acquisition by involving students more actively in their learning, thus achieving greater motivation and commitment. Objective This study aimed to analyze the degree of satisfaction of physiotherapy students who used a board game–based approach, as well as to compare the difference between traditional and gamification teaching methods and their influence on the final evaluation of these students. Methods A comparative study was conducted. Participants were physiotherapy students who were enrolled in the subject of “physiotherapy in geriatric and adult psychomotricity” (n=59). They were divided into two groups (experimental [n=29] and control [n=30] groups) through convenience sampling. The experimental group received gamification lessons, where the students performed different tests adapted from Party&Co, and the control group received traditional lessons. A total of 16 theoretical lessons were received in both groups. Results The scores in the final examination of the subject were higher in the experimental group (mean 7.53, SD 0.95) than in the control group (mean 6.24, SD 1.34), showing a statistically significant difference between the two groups (P=.001). Conclusions Overall, the “Physiotherapy Party” game not only stimulated learning and motivated students, but also improved learning outcomes among participants, and the improvements were greater than those among students who received traditional teaching.

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Escape Rooms as a Clinical Evaluation Method for Nursing Students

Cited by 38 publications

References 40 publications

How Gameful Experience Affects Public Knowledge, Attitudes, and Practices Regarding COVID-19 Among the Taiwanese Public: Cross-sectional Study

How Gameful Experience Affects Public Knowledge, Attitudes, and Practices Regarding COVID-19 Among the Taiwanese Public: Cross-sectional Study

Escape Room vs. Traditional Assessment in Physiotherapy Students’ Anxiety, Stress and Gaming Experience: A Comparative Study

Game-Based Learning Outcomes Among Physiotherapy Students: Comparative Study

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