Anguas-Gracia Ana, Subirón-Valera Ana B, Antón-Solanas Isabel, Rodríguez-Roca Beatriz, Satústegui-Dordá Pedro J, Urcola-Pardo Fernando
Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, C/Domingo Miral s/n, 50009 Zaragoza, Spain; Research group Safety and Care (GIISA0021), Institute of Research of Aragón, Zaragoza, Spain; Research group Water and Environmental Health (B43_20R), University Institute of Research in Environmental Science of Aragón, University of Zaragoza, Zaragoza, Spain.
Department of Physiatry and Nursing, Faculty of Health Sciences, University of Zaragoza, C/Domingo Miral s/n, 50009 Zaragoza, Spain; Research group Water and Environmental Health (B43_20R), University Institute of Research in Environmental Science of Aragón, University of Zaragoza, Zaragoza, Spain.
Nurse Educ Today. 2021 Aug;103:104948. doi: 10.1016/j.nedt.2021.104948. Epub 2021 May 4.
The integration of innovative strategies to teaching and learning in higher education, such as escape room games, can enhance the acquisition of key professional competencies including communication, teamwork and critical thinking.
This study aimed to evaluate undergraduate student nurses' gameful experience while playing an escape room game as part of a nursing course.
Cross-sectional descriptive study.
A total of 126 third year student nurses enrolled in the "Community Health Nursing II" course.
The escape room game took place in a classroom at the Faculty of Health Ciences. The measures included the GAMEX scale in its Spanish version and a self-reported questionnaire to evaluate the student's outcome of scape room game immediately after the end of the activity.
The vast majority (99.21%) considered the escape room game to be an appropriate and an innovative teaching and learning strategy. The mean score for each of the GAMEX dimensions was over 3, with the exception of Absence of negative effects. Our results suggest that the students enjoyed playing the game (mean = 4.40; SD = 0.71), that escape room games should be integrated in nursing courses (mean = 4.54; SD = 0.74) and that playing the game increased their motivation for learning (mean = 3.06; SD = 1.09). Gender differences were observed in the GAMEX Dominance dimension (p < 0.005).
Gamification in general, and escape rooms in particular, have proven to be a valid tool for the acquisition of professional competencies in higher education.
将创新策略融入高等教育的教学中，如密室逃脱游戏，可以增强包括沟通、团队合作和批判性思维在内的关键专业能力的获得。
本研究旨在评估本科护理专业学生在作为护理课程一部分参与密室逃脱游戏时的游戏体验。
横断面描述性研究。
共有126名注册参加“社区健康护理II”课程的三年级护理专业学生。
密室逃脱游戏在健康科学学院的一间教室进行。测量工具包括西班牙语版的GAMEX量表和一份自我报告问卷，用于在活动结束后立即评估学生的密室逃脱游戏结果。
绝大多数（99.21%）认为密室逃脱游戏是一种合适且创新的教学策略。除了“无负面影响”维度外，GAMEX各维度的平均得分均超过3分。我们的结果表明，学生们喜欢玩这个游戏（均值 = 4.40；标准差 = 0.71），密室逃脱游戏应该纳入护理课程（均值 = 4.54；标准差 = 0.74），并且玩游戏提高了他们的学习动力（均值 = 3.06；标准差 = 1.09）。在GAMEX“主导性”维度中观察到性别差异（p < 0.005）。
一般来说，游戏化，尤其是密室逃脱游戏，已被证明是高等教育中获得专业能力的有效工具。
