274 - Escape into the Future of Perioperative Education by Designing and Implementing an Escape Room as an Avenue to Promote Active Learning
Traditionally, education is developed and delivered via conventional didactic methods. However, with the evolution of education and learning, perioperative Nursing Professional Development (NPD) practitioners are now challenged with designing and implementing active learning strategies that will engage learners thereby stimulating critical thinking and creating a more enjoyable experience. Designing and implementing an escape room is one avenue by which the perioperative NPD practitioner can meet such a challenge while also promoting collaboration and teamwork. Additionally, the literature supports that escape rooms, a format of gaming, help to promote active learning, reinforce knowledge, and engage as well as motivate learners. This presentation will showcase how one perioperative NPD practitioner’s design and implementation of an escape room at a 402-bed acute care hospital was effectively utilized as an avenue to promote active learning and to improve perioperative staff’s knowledge and skills related to the concept of sterile technique. When planning any project, a key first step is to develop a project charter to assist in clarifying the scope and key elements of the project. Additionally, a sound review of the literature is conducted to ensure decisions, and such are based on sound evidence. Next, the perioperative NPD practitioner can design the escape room. After the design is complete, potential participants are recruited via email, flyers, and face-to-face meetings, as these are avenues by which to also market and promote the escape room. During the implementation phase, participants in groups of 2-4 will be given 45 minutes to work collaboratively to ‘escape the room’ as they decipher various clues related to the concepts of sterile technique. Upon successful completion, participants then take part in a debriefing where they will reflect on their experience. Qualitative outcome measurement is conducted via surveys including such concepts as participants’ perception of the educational tool, participant engagement, promotion of teamwork, assessment of participants’ confidence levels with the content, increase in participants’ knowledge and skill, participants’ enjoyment of the experience, and whether or not participants viewed the experience as overall beneficial. In conclusion, it will be confirmed that through the innovative teaching strategy of an escape room, participants can increase knowledge and skills related to the principles of sterile technique thereby contributing to positive patient outcomes. The active learning experience will also offer participants the opportunity to enhance their collaboration and teamwork skills. Thus, implications of perioperative nursing are that perioperative NPD practitioners will conclude that an escape room can serve as an effective and enjoyable adjunct to conventional didactic teaching methods thus encouraging them to implement such concepts into their practice.