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首页> 外文期刊>Simulation & Gaming >There is no I in Escape: Using an Escape Room Simulation to Enhance Teamwork and Medication Safety Behaviors in Nursing Students
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There is no I in Escape: Using an Escape Room Simulation to Enhance Teamwork and Medication Safety Behaviors in Nursing Students

机译：没有我逃脱：使用逃生室仿真来增强护理学生的团队合作和药物安全行为

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Background.Nurse educators are challenged to develop simulation activities that will engage interest and help baccalaureate nursing students administer medications safely. Students must be able to recognize and report medication errors and effectively collaborate with their patient care team to provide safe and competent care to patients across the healthcare spectrum. Escape rooms are an innovative learning platform where students can work as a team to build these skills.Aim.We report on the strategies and resources used to create and implement an escape room simulation for a problem-based learning activity to practice medication safety behaviors, using critical thinking, communication and team building skills.Methods.Using Kolb's Learning Cycle and the International Association for Clinical Simulation in Learning (INACSL) Standards of Best Practice(SM), we developed a team-based, four-hour escape room simulation activity around detecting and reporting medication errors in the hospital setting.The escape room simulation included a high-fidelity patient manikin, two embedded participants in the roles of family member and health care provider (HCP), puzzles, riddles, clues and lifelines. The learning objectives were paired with essential Quality and Safety Education for Nurses (QSEN) competencies. Promoting Excellence and Reflective Learning in Simulation (PEARLS) was used for debriefing.Results.The result was a hybrid escape room simulation that mimics a situation nursing students might face in the hospital setting where they have to work as a team to assess a new patient, reconcile medications, perform medication calculations, problem solve intravenous infusion set ups, and communicate medication errors. Data collected for quality purposes indicated a positive student response.Discussion / Conclusion / Implication.The escape room platform served as a foundation for incorporating other simulation modalities and provided a stimulating learning activity. The next step is to conduct a multi-site study with pre-test and post-test data collected from students to gauge learning and behavior change.
机译：Background.Nurse教育者受到挑战的挑战，开发将吸引兴趣和帮助学士学位的仿真活动，并安全地管理医疗药物。学生必须能够识别和报告药物错误并有效地与他们的患者护理团队合作，为患有医疗谱的患者提供安全和能力的护理。逃生室是一款创新的学习平台，学生可以作为一个团队来构建这些技能。我们报告用于创建和实施基于问题的学习活动的逃生室模拟的战略和资源，以练习药物安全行为，使用批判性思维，沟通和团队建设技巧。方法。克尔布的学习周期和国际临床模拟协会（INACSL）最佳实践标准（SM），我们开发了一个基于团队的四小时逃生室仿真活动在医院环境中检测和报告药物误差周围。逃生室仿真包括一个高保真患者Manikin，两个嵌入式参与者，位于家庭成员和医疗保健提供者（HCP），谜题，谜语，线索和生命线的角色。学习目标与护士（QSEN）能力的基本质量和安全教育配对。在仿真（珍珠）中促进卓越和反思学习被用于汇报。结果是一个混合逃生室模拟，模拟了一个疗养护理学生可能面临的医院环境，在那里他们必须作为一个团队评估新患者的球队，调和药物，进行药物计算，问题求解静脉注射灌注设定，并传达药物误差。收集的质量目的的数据表明了积极的学生响应。探索室平台作为结合其他模拟方式的基础，并提供了刺激的学习活动。下一步是通过从学生收集的预测试和测试后数据进行多网站研究，以衡量学习和行为变化。

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