The escape room as evaluation method: A qualitative study of nursing students’ experiences

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

doi:10.1080/0142159x.2019.1687865

Cited by 49 publications

(35 citation statements)

References 29 publications

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“…Some authors have reported a successful use of educational escape rooms in a wide variety of topics such as in nursery [7,8], pharmacy [9], psychology [10], telecommunications [11], and STEM courses [12][13][14] or climate change education [15]. However, most of the authors do not provide evidence of a learning process during educational escape room (EER) experiences.…”

Section: Introductionmentioning

confidence: 99%

Educational Escape Rooms as a Tool for Horizontal Mathematization: Learning Process Evidence

Charlo

2020

Education Sciences

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The curricular perspective based on teaching processes which takes formal mathematical knowledge as a starting point has been severely criticized. This traditional perspective considers that the formal mathematical knowledge has to be taught prior to the application so, once taught, it can be used to solve problems. Along with this criticism, curricular alternative proposals that have focused attention on the learning process (rather than in the teaching one) have been developed. Recently, game-based learning has been developed as a problem-based learning methodology, able to achieve a deeper implication of the students. In line with this approach, the main scope of this paper is to provide evidence of the learning process in game-based learning environments. To do this, student teachers have designed an educational escape room that fits curricular learning outcomes. This manuscript reports on an educational escape room experience that was implemented in three different Primary Education Schools (total student population of 117 students, while here we present a fragment of 5 participants). In order to evaluate the development of certain knowledge, a transcribed fragment is presented and analyzed. In the reported experience, evidence of learning processes and horizontal mathematization are reported in the frame of an educational escape room. This constitutes an evidence of learning processes in gamified environments.

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Section: Introductionmentioning

confidence: 99%

Educational Escape Rooms as a Tool for Horizontal Mathematization: Learning Process Evidence

Charlo

2020

Education Sciences

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“…The above suggestions challenge a fairly common initiative in that different quotations from several informants should be presented to support each category/theme in particular. For example, while suggesting that their study was situated within the socialist-constructivist paradigm, Heery et al (2019) propose that verbatim quotes enhanced the confirmability of the findings, whereas Roman et al (2020) indicate that, in their phenomenological study, "each of the main themes was defined and illustrated with representative quotes from the participants" (p. 405). McPeake et al (2020), on the other hand, conducted a qualitative inquiry analyzed with thematic content analysis and inserted "extracted quotations to support the thematic analysis" (p. 3).…”

Section: Discussionmentioning

confidence: 99%

Quotations in Qualitative Studies: Reflections on Constituents, Custom, and Purpose

Eldh

Årestedt

Berterö

2020

International Journal of Qualitative Methods

196

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Qualitative studies are often found to be accompanied by quotations from interviews or similar data sources. As with any methodological tradition, it is essential to critically explore the general principle of including quotations in scientific papers: what is the purpose and justification for including quotations? Are there standards and, in that case, what are they and what are their scientific positioning? This paper presents an overview of the somewhat diverse guidance found in the literature in reference to the representation of quotations. Yet, both students and scholars use a variety of approaches to quote from their data, ranging from presenting numerous, extensive, and/or comprehensive quotations throughout the results section to the reporting of a few particular quotations to illustrate certain aspects of the findings only. While their function may be described, scientific reasoning for using quotations is scarce. Along with an overview of the scientific background and options for including quotations in qualitative studies, we discuss the consequences of the different epistemological and methodological aspects found in the literature. In conclusion, we argue that there are incentives for promoting a more deliberate employment of references from data; deriving from the human sciences tradition, a corresponding epistemological stance would suggest that quotations preferably apply for illustrating the analysis process and/or findings, while the idea that quotations can be employed to validate findings has limited support. Further critical examination of the application of and justification for including quotations in the reporting of qualitative studies is needed among researchers, journal editors and reviewers.

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“…As discussed in healthcare simulation best practices, simulation activities should include a custom prebriefing and debriefing/feedback for improvement of learning, as well as, the other elements of simulation design, based on the objectives (Diaz et al, 2020; INACSL Standards Committee, 2016; Robertiello et al, 2019). A healthcare simulation escape room should include these components and be clinically focused (Backhouse & Malik, 2019; Friedrich et al, 2020; Laerdal, n.d.a; Roman et al, 2020), such as, utilizing a high-fidelity patient simulator with content and/or skills. The ultimate goal of all healthcare simulation escape rooms should center around patient safety through improved participant, team, and/or patient outcomes, with a pressured timed response (Baily, 2020; Jaramillo Rincón & Trujillo Mejia, 2020; Laerdal, n.d.a).…”

Section: Discussionmentioning

confidence: 99%

“…In general, for education, an escape room is a teaching tool or activity wherein puzzle rooms are utilized for learning and/or engagement (Aubeux et al, 2020; Backhouse & Malik, 2019; Baily, 2020; Booker & Nestor, 2020; Brown et al, 2019; Connelly et al, 2018; Diaz et al, 2020; Diemer et al, 2019; Dietrich, 2018; Edwards et al, 2019; Fotaris & Mastoras, 2019; Friedrich et al, 2020; Jaramillo Rincón & Trujillo Mejia, 2020; Kinio et al, 2019; Kutzin, 2019; Laerdal, n.d.a; Nicholson, 2018; Reade, 2017; Robertiello et al, 2019; Roman et al, 2020; Terrasi et al, 2019; Wilby & Kremer, 2020). A theme may be incorporated or described (Aubeux et al, 2020; Brown et al, 2019; Connelly et al, 2018; Diaz et al, 2020; Dietrich, 2018; Kinio et al, 2018; Reade, 2017; Wilby & Kremer, 2020).…”

Section: Escape Room Descriptions/characteristicsmentioning

confidence: 99%

“…A theme may be incorporated or described (Aubeux et al, 2020; Brown et al, 2019; Connelly et al, 2018; Diaz et al, 2020; Dietrich, 2018; Kinio et al, 2018; Reade, 2017; Wilby & Kremer, 2020). Escape rooms may enhance teamwork and collaboration (Aubeux et al, 2020; Backhouse & Malik, 2019; Baily, 2020; Booker & Nestor, 2020, Brown et al, 2019; Connelly et al, 2018; Diaz et al, 2020; Diemer et al, 2019, Dietrich, 2018; Edwards et al, 2019; Fotaris & Mastoras, 2019; Friedrich et al, 2020; Kinio et al, 2019; Kutzin, 2019; Laerdal, n.d.a; Nicholson, 2018; Reade, 2017; Robertiello et al, 2019; Roman et al, 2020; Terrasi et al, 2019; Wilby & Kremer, 2020). Additional characteristics of escape rooms that cross educational and simulation literature can be found in Table 1.…”

Section: Escape Room Descriptions/characteristicsmentioning

confidence: 99%

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Toward Defining Healthcare Simulation Escape Rooms

Anderson

Lioce

Robertson

et al. 2020

Simulation & Gaming

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Background. Escape rooms have been adapted from a range of educational purposes across disciplines, including healthcare simulation. The use of this technique has become increasingly popular among industry and faculty members. We sought to clarify the characteristics of healthcare simulation escape rooms in order to work toward a shared mental model and definition. Methods. A scoping review of the literature with an environmental scan of websites and other public information was performed to identify concepts which describe educational and healthcare simulation escape rooms to differentiate between and determine key features and scope of this clinical education tool to provide an interprofessional definition. Twenty-three references were used. Results. Healthcare simulation escape rooms share many of the characteristics of those being used for education and may be utilized for teaching a variety of skills. These may be conducted either within a simulation scenario, within the simulation/simulated environment, and/or with associated equipment. It is essential that the development and implementation of these escape rooms follow design standards of best practice for healthcare simulation for optimal learning. Only one definition of simulation escape rooms was found. Discussion. While similar to escape rooms utilized in other forms of education, there are principal differences between those escape rooms and ones used in healthcare simulation. Key features include utilization of core healthcare simulation principles, including providing a safe and realistic learning environment. Conclusion. Escape rooms may be used to engage learners in a simulation experience. It is important to differentiate between true simulation escape rooms and escape rooms that do not reflect healthcare simulation-based learning experiences. An expanded definition is provided, as reflected by the literature review, to provide a clearer understanding of the term as applied to healthcare simulation and enhance repeatable studies to advance the science of healthcare simulation.

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The escape room as evaluation method: A qualitative study of nursing students’ experiences

Cited by 49 publications

References 29 publications

Educational Escape Rooms as a Tool for Horizontal Mathematization: Learning Process Evidence

Educational Escape Rooms as a Tool for Horizontal Mathematization: Learning Process Evidence

Quotations in Qualitative Studies: Reflections on Constituents, Custom, and Purpose

Toward Defining Healthcare Simulation Escape Rooms

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