Search

Background: The purpose of this study was to evaluate a teaching strategy that engaged baccalaureate maternity nursing students at two universities in a postpartum hemorrhage escape room. The study examined students' attainment of knowledge, as well as teamwork, collaboration, communication, and safety. Method: A mixed method study was conducted with 85 junior-level and senior-level maternity students at two universities in the Northeastern region of the United States. Participants completed a survey and attended one of 20 focus groups after completion of a healthcare simulation escape room on postpartum hemorrhage. Results: Participants (95.2%) reported that the escape room helped with knowledge and skill acquisition. All of the participants reported that it was an effective team building strategy and 97.6% said it fostered communication, learning, and the ability to provide safe patient care. Participants unanimously reported that the escape room was enjoyable, an effective strategy for team building, and they would recommend it to others. Qualitative findings showed six major themes: It was Fun!, No I in Team, Escaping to Learn: Building Knowledge and Confidence, Pressure Cooker, Big Picture, and Lessons Learned. Conclusion: Healthcare simulation escape rooms are an effective teaching strategy and can be used by nursing faculty to foster knowledge, teamwork, collaboration, communication and safety. Participant feedback showed high satisfaction and they felt the escape room provided a valuable learning experience. [ABSTRACT FROM AUTHOR]

Background: Empathy is a critical component of the nurse-patient relationship. Simulation is a pedagogy that is used more frequently in nursing education and can be a tool to enhance empathy levels of students. Objective: The purpose of this study was to identify educational strategies to foster empathy utilizing nursing simulation pedagogy. Methodology: An interpretive phenomenological design was used to identify educational strategies to foster empathy utilizing simulation pedagogy. Nursing simulation faculty from colleges or universities with both baccalaureate and graduate nursing programs on the East Coast of the United States were recruited to participate in this study (n=14). Data were collected through semistructured interviews and analyzed. Results: Strategies identified included utilizing standardized patients, engaging students in the patient's perspective, role modeling, and the scaffolding of empathy. Conclusion: The results suggest that there are multiple educational strategies that can used by nursing simulation faculty to foster empathy using simulation pedagogy. Nurse educators can use the findings of this study to implement educational strategies that foster empathy. [ABSTRACT FROM AUTHOR]