#Pedagogy #EscapeGame #EscapeRoom #NursingCare
#Training
The teaching of
nursing science faces a
persistent paradox. While professional training expectations are increasingly
evolving toward
complex and cross-disciplinary competencies, traditional
pedagogical methods struggle to meet these demands. Lectures and standardized
assessments demonstrate significant limitations in terms of student engagement,
knowledge retention, and—most critically—
the development of key skills such as
communication, stress management, team-based problem-solving, and
interprofessional collaboration.
In this context,
educational escape rooms are
gradually establishing themselves as an innovative pedagogical approach. By
offering immersive, game-based scenarios rooted in realistic clinical
challenges, these activities promote active participation. Each session
leverages game mechanics to stimulate critical thinking, social interaction,
and decision-making autonomy—all within a dynamic, time-constrained
environment. However, scientific evidence supporting the educational
effectiveness of escape rooms remains limited. This study was therefore
initiated to characterize the measurable effects of escape rooms.
Escape room: gimmick or learning lever?
Nine studies including a total of 1,549
participants—nursing students and professional nurses—were selected. Three
essential dimensions of nursing education were studied in order to
scientifically assess the pedagogical effectiveness of escape rooms: the
acquisition of technical knowledge—anatomy, patient safety, disaster
preparedness, or pain management—the development of interprofessional skills,
and the satisfaction perceived by learners.
By identifying the benefits, limitations, and
biases associated with this method, the study aims to provide concrete
recommendations for a structured and effective integration of escape rooms into
contemporary nursing curricula.
The results show a
notable improvement in
technical knowledge in the groups that received an escape room intervention.
Several studies highlighted significant differences between experimental and
control groups, particularly in the areas of anatomy and perinatal care,
confirming the effectiveness of these tools in terms of knowledge retention.
However, the impact on interprofessional skills
remains mixed. While some tools like the OIPC (Observed Interprofessional
Collaboration) indicate progress, others, notably the ISVS-21
(Interprofessional Socialization and Valuing Scale), do not show statistically
significant changes. The observed level of heterogeneity highlights substantial
variability among the studies, suggesting that context, game design, or
participant profile significantly influence the results.
Lastly, user experience assessments reveal
strong engagement with this learning format. Instruments such as GAMEX and GFEQ
report high levels of satisfaction, immersion, creativity, and motivation among
participants involved in escape room activities. These results highlight the
pedagogical value of immersive approaches, although a more standardized
structure is needed to maximize their educational impact.
Beyond the game
Nursing education is increasingly confronted
with a growing paradox. The competencies required are ever more
interdisciplinary, complex, and grounded in real clinical situations, while
dominant teaching methods fail to foster active student engagement. These
approaches fall short in both knowledge retention and the development of
critical skills such as communication, stress management, group
problem-solving, and interprofessional collaboration. To address these
challenges, escape room-based learning emerges as an innovative solution.
This study aimed to evaluate the pedagogical
impact of game-based tools within nursing programs. The results suggest a
genuine benefit in terms of cognitive learning and strong participant
engagement in terms of experience and satisfaction. However, the effectiveness
of escape rooms on collaborative skills remains uncertain and varies between
studies.
Further research is required to strengthen the
validity of the results by providing more robust and generalizable data. This
necessitates large-scale, randomized, multicenter studies with long-term
follow-up. The current variability in protocols, the lack of standardized
evaluation tools, and sampling-related biases limit the current conclusions.
These methodological weaknesses call for caution and highlight the need to
further structure this field of study. Implementing standardized game formats,
validated analysis criteria, and longitudinal measurements will be essential to
confirm the role of escape rooms as an effective and sustainable educational
tool in modern nursing training.
Read more: Can VR tip the balance?
