Novel medication safety training module.

Escape rooms as formative knowledge assessment: A quasi-experimental study.

Geriatric Nursing's 2012 reviewer list

The most prevalent patient safety incident in hospitals is medication errors. It is avoidable by a variety of safe treatment approaches known as medical safety. The topic of this research is the high rate of medical errors at 'X' Hospital Tuban in East Java, Indonesia, which accounted for 53.3% of all patient safety occurrences. The goal of this study was to investigate the impact of health workers' knowledge and attitudes on drug safety implementation at 'X' Hospital Tuban. Pharmacists, pharmaceutical technical staff, nurses, and midwives participated in an analytical cross-sectional study with 74 samples. Because of the COVID-19 outbreak, data was collected using an online survey. The survey was based on WHO's 5 Medication Safety Moments. To investigate effect identification, the Fisher's test method was applied. This survey received 87.8% response rate. The following characteristics were shared by the participants: 55.4% are nurses, 75.4% are between the ages of 26 and 36, 86.2% are female, and 36.9% work in an inpatient unit. The average score for medication safety knowledge, attitude, and implementation for each health worker was Good. The correlation coefficient (p = 0.000) between knowledge and drug safety implementation is 0.503. The correlation coefficient (p = 0.000) between attitude and drug safety implementation is 0.508. According to the findings of this study, drug safety knowledge, attitude, and implementation are all satisfactory. Medication safety knowledge and attitudes can aid in the implementation of medication safety. Suggestion for medical professionals, and 'X' Hospital Tuban is working on new pharmaceutical safety precautions.

The popularity of escape rooms as a teaching tool in medical education has grown in recent years due to their ability to increase knowledge, self-confidence, and promote team-based skills. To increase efficacy in learning head and neck anatomy, a virtual escape room was built and employed as a review with a Health Professions Anatomy course. The concept was that students were trapped within the brain and had to determine the correct cranial nerve exit. One hundred thirty-nine students participated in a pre-post single-arm pilot. There was a significant difference (p < 0.01) in the overall pretest score (55.08%) compared with the posttest (70.17%). On the post-activity survey, 82.1% of students agreed/strongly agreed that the activity was a productive use of time; 90.5% thought it was an effective team-building activity; 96.8% thought it encouraged the use of communication and collaborative skills; 66.32% felt more confident about the material after the activity; 92.6% said it helped expose gaps in knowledge; and 75.8% planned to play the escape room again as a review for their exam. Overall, the use of a virtual escape room was an effective mechanism to increase students' knowledge and confidence related to anatomy and is an active learning strategy that encourages teamwork and communication skills.

La eficacia del Escape Room como metodología educativa en el Código Infarto

Objective. The aim of this study was to assess attitudes towards and knowledge of medication safety in inflammatory bowel disease (IBD). IBD patients frequently require long-term treatment with potentially toxic medications. Techniques are employed to improve patient awareness of medication safety, but there are sparse data on their effectiveness. Material and methods. Questionnaires relating to the safety and efficacy of commonly used IBD treatments (aminosalicylates, corticosteroids, immunomodulators, biologics) were completed by IBD patients attending the gastroenterology clinics at a teaching hospital. Results. One hundred patients (51 male) with a median (interquartile range) age of 37 (29–49) years were included: 56 Crohn's disease, 44 ulcerative colitis. Aminosalicylates (median 0.8 (IQR 0.1–1.9)) were ranked as the safest medication; corticosteroids (4.6 (1.1–8.2)), immunomodulators (4.2 (1.1–8.4) and biologics (4.4 (1.1–6.8)) were ranked equally. 36%, 53% and 79% reported no knowledge regarding safety of corticosteroids, immunomodulators and biologics, respectively. Most patients wish to be informed of all medication side-effects, no matter how rare, and ranked their gastroenterologist as their primary information source. Conclusions. IBD patients want to be informed of all potential adverse events and identify their gastroenterologist as their principal information source. The majority have no knowledge regarding or underestimate the toxicity of common IBD medications. This places a responsibility on gastroenterologists to manage and meet patients' expectations in the area of medication safety.

To determine if an escape room game approach, which has emerged as a novel and engaging education tool, is an effective method to improve nursing students' knowledge of pressure injury (PI) prevention and attitudes toward the care of patients with a PI. This study evaluated 33 university nursing students using a quasi-experimental pretest/posttest design. Students completed five questionnaires before the escape room experience and again 1 month after. After the intervention, the students' mean scores on their self-reported PI knowledge level, Pressure Ulcer Knowledge Assessment Tool 2.0, Pressure Injuries Prevention Knowledge Questionnaire, and Attitude towards Pressure Ulcer Prevention Instrument all significantly increased (Ps < .001). Further, the mean score on the State-Trait Anxiety Inventory was significantly lower postintervention (P < .001), indicating decreased anxiety. The results indicate that the escape room game approach is an effective method to improve nursing students' knowledge of PI prevention and attitudes toward the care of patients with PIs. This method also improved students' knowledge retention by promoting facilitated learning in solving complex cases.

Introduction: Increasingly adopted in healthcare education for their ability to engage learners, develop teamwork and critical thinking skills, escape rooms are defined as ‘live-action, team-based games where players discover clues, solve puzzles, and accomplish tasks in one or more rooms in order to accomplish a specific goal’ [1]. The literature suggests that escape rooms have the potential to engage learners[2,3]. Our simulation team, consisting of academic and simulation technicians, created a virtual escape room using IntuifaceTM software for our immersive learning environment. This interactive touchscreen experience allowed nursing students to practice critical thinking, communication, and teamwork as they navigated a virtual patient’s home, consisting of a linear storyline of puzzles within a 40-minute limit. These were focused on wound assessment and management. Methods: This learning experience involved groups of up to 12 students, structured with rotating participation of 5-6 active learners, and 5-6 active observers who contributed suggestions and insights. Solving the sequential puzzles demanded effective teamwork, clear communication, and the application of knowledge relevant to the scenario’s phases: history taking, information gathering, the correct utilization of wound assessment tools, and the selection of appropriate wound dressings. A simulation technician facilitated the technical operation, while an academic facilitator guided the in-experience discussions and debriefing to enhance learning. Results: Feedback was collected from participants at the end of each session via a QR code. A total of 6 sessions were delivered in 1 day. 65 students took part, with 31 completing the evaluation form (response rate of 47.7%). Overall, student feedback indicated a positive learning experience and participants reported high levels of enjoyment and engagement with the activities, with evidence of perceptions of successful teamwork and communication. Additionally, at least one student noted the development of valuable skills such as critical thinking and problem-solving. The unique and fun nature of the session appears to have contributed to this learning opportunity, see Figure 1. Discussion: The feedback identified a potential area for improvement which was highlighted by “more time and guidance”, suggesting that some students may have felt pressed for time, or required additional support to fully benefit from the activities. This warrants consideration in future session planning to ensure adequate time allocation and appropriate levels of guidance are provided to accommodate all learners. Despite this point for potential enhancement, the feedback suggests the learning experience was innovative and well-received by the participating students, and will be embedded in future nursing curricula. Ethics Statement: As the submitting author, I can confirm that all relevant ethical standards of research and dissemination have been met. Additionally, I can confirm that the necessary ethical approval has been obtained, where applicable.

In the contemporary landscape of science education, teachers aspire to implement approaches that engage students with diverse teaching methods in diverse learning environments. By reviewing educational literature that deals with chemical escape rooms (ChEsRms), we can find several purposes they serve; however, only a few papers used ChEsRms for assessing student’s knowledge and 21st century skills. The “Escape Room-based Educational Assessment” (EREA) has been built, at the Faculty of Education in our institution, to serve high-school chemistry teachers and their students as an alternative learning and assessment environment. A variety of puzzles are described in this activity paper. The escape room is equipped with cameras that record students’ work while solving the puzzles, and at the same time, they can be observed by their teachers from a control room. Teachers were asked to provide feedback on the activity and specify which puzzles required the implementation of significant chemical knowledge, high order thinking skills (analysis, synthesis, or evaluation), and thinking creatively, for their solution. Based on the teachers’ perception, the skills required while solving the puzzles were mapped. Teachers addressed a variety of aspects: (a) domain specific skills in chemistry such as the implementation and synthesis of chemical knowledge, (b) scientific practices such as question posing and problem solving, and (c) 21st century skills such as collaboration, taking initiative, and creativity.

As we enter a world of blended learning in higher education, an increased need for adaptation of teaching strategies to enhance engagement has been recognised to amplify learning outcomes online. Gamification has been identified as a creative tool to engage the current cohort of learners who are also characteristically tech-savvy. To this end, escape room games have gained considerable traction in medical and pharmacy education to promote learning, critical thinking and teamwork. In this pilot study we describe the implementation of a 60-minute, web-based hepatitis-themed escape room game within a Year 3 Pharmacotherapy unit at Monash University. A total of 418 students participated in this activity. Students’ knowledge gain on the topic was assessed through a pre- and post-intervention assessment, whereby a statistically significant improvement was seen in the knowledge score following implementation of the gaming activity (58.66% pre-intervention vs. 72.05% post-intervention, p < 0.05). The innovative learning activity was also well perceived by the students. Virtual escape room game is a viable pedagogical approach to teach and reinforce clinical concepts among pharmacy students. With the evolving landscape of education and learner demographics, investment in technology- enhanced game-based learning is a promising trajectory to support students’ growth in a learner-centered environment. A comparison between virtual escape room game and traditional teaching will further inform effectiveness of the gamification on long term knowledge retention.

Virtual escape room paired with simulation improves health professions students' readiness to function in interprofessional teams

Evaluating an AI-VR escape room for disaster nursing education: A quasi-experimental study.

Nursing shortages have been evident in perioperative nursing and healthcare organizations are adapting education to train more perioperative nurses in a timelier fashion. Many educators are blending online theory courses with hands-on learning, such as game-based learning (GBL) to combat this issue. Game-based learning can come in various forms, such as escape rooms, simulation games, and virtual reality, which accommodate the multi-generational, interprofessional culture of the perioperative setting. The use of GBL in the perioperative environment has been found to increase staff engagement, foster teamwork, enhance knowledge retention, and improve problem-solving and technical skills. This literature review explores the application of GBL techniques in the surgical specialty of orthopedics. Perioperative nursing in orthopedics presents unique challenges, such as complex instrumentation, high surgical demands, and low staff engagement. By incorporating GBL techniques into orthopedic perioperative education, perioperative nurses could improve their knowledge retention, enhance their technical skills, and improve teamwork.

This institution provided a very general web-based medical laser safety training module as an alternative to custom live classroom sessions conducted upon request. However, an investigation revealed that the web-based course engendered more resentment than understanding among physicians, whose degree of specialization necessitates knowledge of only the specific hazards associated with their field. These doctors’ resulting aggravation undermined support for laser safety program efforts. This institution addressed these concerns by developing a series of application-specific training modules for posting on the institution’s web-based training site. Each module includes the core information specified in Appendix D of both the American National Standards Institute [ANSI] Z136.1-2000[1] and Z136.3-1996[2] Standards for Safe Use of Lasers. Application-specific information culled from recent relevant medical literature was added to create the specific modules. The appropriate Medical School faculty reviewed each module, and the reviewers’ comments were incorporated into the final version. As a result, medical laser users now have easy access to current applicable faculty-endorsed medical laser safety information. In addition, the demonstrated commitment to meeting the target audience needs has greatly improved support for the laser safety program at all levels. Finally, increased awareness and knowledge in the user community have enhanced the site’s laser safety program.

Barcode-assisted medication administration (BCMA) is technology with demonstrated benefit in reducing medication administration errors in hospitalized patients; however, it is not routinely used in emergency departments (EDs). EDs may benefit from BCMA, because ED medication administration is complex and error-prone. A naïve observational study was conducted at an academic medical center implementing BCMA in the ED. The rate of medication administration errors was measured before and after implementing an integrated electronic medical record (EMR) with BCMA capacity. Errors were classified as wrong drug, wrong dose, wrong route of administration, or a medication administration with no physician order. The error type, severity of error, and medications associated with errors were also quantified. A total of 1,978 medication administrations were observed (996 pre-BCMA and 982 post-BCMA). The baseline medication administration error rate was 6.3%, with wrong dose errors representing 66.7% of observed errors. BCMA was associated with a reduction in the medication administration error rate to 1.2%, a relative rate reduction of 80.7% (p < 0.0001). Wrong dose errors decreased by 90.4% (p < 0.0001), and medication administrations with no physician order decreased by 72.4% (p = 0.057). Most errors discovered were of minor severity. Antihistamine medications were associated with the highest error rate. Implementing BCMA in the ED was associated with significant reductions in the medication administration error rate and specifically wrong dose errors. The results of this study suggest a benefit of BCMA on reducing medication administration errors in the ED.