Cardiac Crisis Simulations: Traditional vs. Escape Room Learning for Nursing Students

Background To meet the diverse learning needs of nursing students, educators must develop teaching strategies that increase confidence and satisfaction with learning, as well as promote critical thinking and clinical judgment. Aim This study aimed to compare the impact of Traditional Simulation (TS) learning versus Escape Room Simulation (ERS) learning on nursing students’ satisfaction and self-confidence in caring for a patient experiencing an acute cardiac event. It was hypothesized that the escape room simulation would provide similar or improved outcomes in terms of satisfaction and self-confidence as compared to traditional simulation. Methods In this experimental design study, students’ self-reported responses to the Student Satisfaction and Self-Confidence in Learning (SSSCL) survey were compared between the simulation (n = 20) and escape room (n = 18) cohorts in a pre-licensure baccalaureate nursing program. Results There was no significant difference in satisfaction with current learning and self-confidence in learning between the simulation groups and the escape room groups. Conclusion The findings suggest that escape room simulation-based education can be used in lieu of traditional simulation without compromising students’ confidence and satisfaction with learning.