Akademik Veri Yönetim Sistemi
SESAM 2025, Valencia, İspanya, 25 - 27 Haziran 2025, ss.1, (Özet Bildiri)
Title Teaching SBAR using escape room and simulation; What does nursing students' reflective writing tell? Introduction: context and hypothesis/aims Communication skills are an important graduate competency in nursing students (1). Simulation-based methods are the most frequently used methods to develop communication skills in students (2, 3). In addition, the escape room method, which has been used in education recently, has been reported to be effective in teaching teamwork and communication skills (4,5). In this context, the aim of the study was to teach SBAR to students using ecsape room and simulation-based education. Methods and results: description of the methods used/study design/data collection. Presentation of the results addressing the study hypothesis/aims Design of the study: Our study is a retrospective descriptive qualitative research. 43 students were included in the "Patient Safety in Healthcare Delivery Course" given to 3rd year nursing students. The course is conducted for 14 weeks (2 hours per week) in the context of patient safety. One week of the course includes a 2-hour course on communication. In the first two weeks of the course, students are trained on reflective writing skills. Preliminary preparation: The two instructors conducting the course first made preparations specifically for the escape room. A hook puzzle was prepared for the students. A case was prepared. Then, a scenario based on simulation was prepared. In addition, an instruction was prepared for the students. Conducting the course: An article on communication was sent to the students 1 week in advance. The students were divided into 4 groups. First, they were expected to solve the hook puzzle. After the puzzle was solved, the students who opened the locked box found the case in the box and the phone they would use to consult the case. The group spokesperson consulted the patient to the physician in the box using the ISBAR method. The instructor and the students evaluated the escape room session. In the next session, a simulation was applied with five groups of faculty members and students regarding patient handover. An analysis session was held regarding the simulation. Data collection: Students were given one week. They were asked to write reflective writing regarding both escape room and simulation experiences in the course and share it via e-mail. In addition, an evaluation survey consisting of seven questions was shared with students to evaluate the course. Evaluation of data: Reflective writing of 29 students who attended the escape room and simulation sessions and submitted their homework was evaluated. MAXQUDA program was used in the evaluation of the data. Data were coded by two faculty members. Categories and themes were created jointly. Discussion of the impact/outcome, and novelty of the Research Results: As a result of the content analysis of the data obtained from the students' reflective writings in our study, four themes were determined: communication-related situations that endanger patient safety, situations noticed by students, aspects that students need to develop, and emotions felt by students (Supplement material 1). Conclusion: Although the aim of our study is to teach SBAR to students, when we give students a case, they actually question their own knowledge and skills in that case. Students were made to think more deeply thanks to their reflective writing. In addition, students reported that they were pleased with the escape room and simulation-based learning methods. In this context, it is thought that educational programs that allow students to think about their experiences and use different educational strategies will be beneficial.
Keywords escape room, nursing student, simulation based education, reflective writing