Breaking out of the Classroom: Integrating Educational Escape Rooms in Undergraduate Nursing Education
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| Title: | Breaking out of the Classroom: Integrating Educational Escape Rooms in Undergraduate Nursing Education |
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| Language: | English |
| Authors: | Tara Grier, Kristin Bassett |
| Source: | Experiential Learning and Teaching in Higher Education. 2026 9(1):24-40. |
| Availability: | California State University. 401 Golden Shore, Long Beach, CA 90802. Tel: 301-243-3307; Web site: https://journals.calstate.edu/elthe/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Nursing Education, Gamification, Game Based Learning, Skill Development, Cooperation, Problem Solving, Thinking Skills, Learner Engagement, Student Motivation, Program Development, Puzzles, Program Implementation, Program Effectiveness |
| ISSN: | 2474-3429 |
| Abstract: | As the complexity of healthcare environments continues to grow, undergraduate nursing education must evolve to prepare students with the critical competencies required for modern practice. One innovative instructional strategy gaining momentum is the use of educational escape rooms. An immersive, gamified learning experience promotes student engagement, clinical reasoning, and knowledge retention. Grounded in experiential learning theory and the Universal Design for Learning (UDL) framework, educational escape rooms connect theory and practice by promoting collaboration, problem‑solving, and clinical reasoning and judgment in realistic, low‑stakes scenarios. This article offers a pedagogical guide and explores the theoretical foundations, challenges to student engagement, benefits of interactive learning, design methods, and practical implementation strategies for integrating educational escape rooms into undergraduate nursing education. Key considerations include aligning puzzles with learning objectives, ensuring inclusive design, facilitating effective debriefing, and evaluating outcomes through formative and reflective assessments. Educational escape rooms enhance motivation and teamwork, supporting the development of essential clinical skills in a dynamic and meaningful context. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Access URL: | https://journals.calstate.edu/elthe/article/view/6334 |
| Accession Number: | EJ1499754 |
| Database: | ERIC |
| Abstract: | As the complexity of healthcare environments continues to grow, undergraduate nursing education must evolve to prepare students with the critical competencies required for modern practice. One innovative instructional strategy gaining momentum is the use of educational escape rooms. An immersive, gamified learning experience promotes student engagement, clinical reasoning, and knowledge retention. Grounded in experiential learning theory and the Universal Design for Learning (UDL) framework, educational escape rooms connect theory and practice by promoting collaboration, problem‑solving, and clinical reasoning and judgment in realistic, low‑stakes scenarios. This article offers a pedagogical guide and explores the theoretical foundations, challenges to student engagement, benefits of interactive learning, design methods, and practical implementation strategies for integrating educational escape rooms into undergraduate nursing education. Key considerations include aligning puzzles with learning objectives, ensuring inclusive design, facilitating effective debriefing, and evaluating outcomes through formative and reflective assessments. Educational escape rooms enhance motivation and teamwork, supporting the development of essential clinical skills in a dynamic and meaningful context. |
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| ISSN: | 2474-3429 |
