Other Titles
PechaKucha Presentation
Abstract
Development of clinical judgment skills requires active learning strategies. Escape rooms are a unique teaching methodology to support students’ clinical skills (Woodworth, 2020). Participation in active learning strategies such as escape rooms helps students transfer knowledge to practice (Stringfellow, 2021). Students participating in escape rooms report enhanced knowledge, improved ability to prioritize, and increased ability to synthesize data to guide actions (Kubin, 2020). A concern with using game based learning is the retention of the knowledge (Reinkemeyer et al, 2022, Tavares, 2022). While escape rooms are rated favorably by students, more rigorous research is called for to explore the benefits of using this educational approach (Quek et al., 2024).
Baccalaureate nursing students participated in two newborn escape rooms during their lectures. During lecture students reviewed newborn complications such as newborn infection, sepsis, hyperbilirubinemia, and hypoglycemia. The students participated in a newborn hypoglycemia escape room and a newborn sepsis escape room designed using the published resources from Association of Women’s Health, Obstetric and Neonatal Nurses (AWHONN).
The teaching intervention explored the following questions: Does participation in the escape room result in improved learning outcomes? Does participation in the escape room result in improved learning outcomes at the end of the semester?
A pretest/posttest/posttest design was used. The content was taught to 2 cohorts of students on two different campuses for a total of 27 students. Students attended the high-risk newborn lecture and completed a pretest quiz at the start of the lecture. Students were divided into groups or 3-4 for the escape rooms. The escape room activity took approximately 15-20 minutes per group. At the end of the class time after completion of the escape room the students completed the escape room the posttest quiz. A brief debrief was completed with the students prior to ending class. The content was tested again on the final exam at the end of the semester.
The results of the study found the pre-test post-test demonstrated improved quiz scores. Participation in the newborn escape rooms improved student competency in nursing care for newborn sepsis and newborn hypoglycemia. Students demonstrated retention of the content by during the final exam in the course.
Notes
Reference list included in attached slide deck.
Sigma Membership
Mu Omega
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Teaching and Learning Strategies, Competence, Nursing Education, Advances in Education, Clinical Judgments, Escape Rooms, Baccalaureate Nursing Students
Recommended Citation
Schooley, Angela M., "Managing Newborn Emergencies by Escaping" (2025). Biennial Convention (CONV). 99.
https://www.sigmarepository.org/convention/2025/presentations_2025/99
Conference Name
48th Biennial Convention
Conference Host
Sigma Theta Tau International
Conference Location
Indianapolis, Indiana, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2025-11-24
Managing Newborn Emergencies by Escaping
Indianapolis, Indiana, USA
Development of clinical judgment skills requires active learning strategies. Escape rooms are a unique teaching methodology to support students’ clinical skills (Woodworth, 2020). Participation in active learning strategies such as escape rooms helps students transfer knowledge to practice (Stringfellow, 2021). Students participating in escape rooms report enhanced knowledge, improved ability to prioritize, and increased ability to synthesize data to guide actions (Kubin, 2020). A concern with using game based learning is the retention of the knowledge (Reinkemeyer et al, 2022, Tavares, 2022). While escape rooms are rated favorably by students, more rigorous research is called for to explore the benefits of using this educational approach (Quek et al., 2024).
Baccalaureate nursing students participated in two newborn escape rooms during their lectures. During lecture students reviewed newborn complications such as newborn infection, sepsis, hyperbilirubinemia, and hypoglycemia. The students participated in a newborn hypoglycemia escape room and a newborn sepsis escape room designed using the published resources from Association of Women’s Health, Obstetric and Neonatal Nurses (AWHONN).
The teaching intervention explored the following questions: Does participation in the escape room result in improved learning outcomes? Does participation in the escape room result in improved learning outcomes at the end of the semester?
A pretest/posttest/posttest design was used. The content was taught to 2 cohorts of students on two different campuses for a total of 27 students. Students attended the high-risk newborn lecture and completed a pretest quiz at the start of the lecture. Students were divided into groups or 3-4 for the escape rooms. The escape room activity took approximately 15-20 minutes per group. At the end of the class time after completion of the escape room the students completed the escape room the posttest quiz. A brief debrief was completed with the students prior to ending class. The content was tested again on the final exam at the end of the semester.
The results of the study found the pre-test post-test demonstrated improved quiz scores. Participation in the newborn escape rooms improved student competency in nursing care for newborn sepsis and newborn hypoglycemia. Students demonstrated retention of the content by during the final exam in the course.
Description
Students demonstrated effective learning when using an escape room teaching methodology to develop competency in caring for a newborn with hypoglycemia and newborn sepsis.