Faye-Schjøll Hege Hovd, Stenseth Hege Vistven, Iversen Maria H, Olaussen Camilla
VID Specialized University, Diakonveien 12, 0370 Oslo, Norway.
Lovisenberg Diaconal University College, Lovisenberggata 15B, 0456 Oslo, Norway.
Nurse Educ Today. 2025 Apr;147:106604. doi: 10.1016/j.nedt.2025.106604. Epub 2025 Jan 30.
In considering the level of responsibility held by advanced practice nurses, ensuring patient safety must be a central component of advanced practice nursing education. Several healthcare education programmes have integrated Room of Horror simulations, which emphasise patient safety, as a learning activity. However, scant research has examined the effectiveness of Room of Horror as a method in advanced practice nursing education, especially studies that employ qualitative methodologies to explore student perspectives on this simulation.
The study aimed to explore the experiences of advanced practice nursing students using a Room of Horror simulation focused on promoting patient safety as an educational approach within their master's degree programme.
The study employed a descriptive qualitative design.
This research was conducted at a Norwegian university college that offers two master's programmes in advanced practice nursing. Students participated in the Room of Horror simulation to prepare for their upcoming clinical practice placement.
Eleven advanced practice nursing students participated in the study.
Data were collected through individual, dyadic and triadic interviews and analysed using systematic text condensation.
Two main categories of student experience were identified: (1) an engaging and memorable simulation that included competitive elements, and (2) enhanced awareness of competencies and responsibilities.
As an educational approach, Room of Horror simulations show promise for enhancing awareness, competencies and an emphasis on patient safety among advanced practice nursing students. The simulations also have the potential to deepen the students' understanding of their roles and responsibilities in advancing patient safety as future advanced practice nurses.
在考量高级实践护士所承担的责任水平时，确保患者安全必须是高级实践护理教育的核心组成部分。一些医疗保健教育项目已将强调患者安全的“恐怖屋”模拟作为一种学习活动纳入其中。然而，鲜有研究考察“恐怖屋”作为高级实践护理教育方法的有效性，尤其是采用定性方法来探究学生对这种模拟的看法的研究。
本研究旨在探讨高级实践护理专业学生参与以促进患者安全为重点的“恐怖屋”模拟的经历，该模拟是其硕士学位课程中的一种教育方法。
本研究采用描述性定性设计。
本研究在一所挪威大学学院开展，该学院提供两个高级实践护理硕士项目。学生参与“恐怖屋”模拟以准备即将到来的临床实习。
11名高级实践护理专业学生参与了本研究。
通过个人、二元组和三元组访谈收集数据，并采用系统文本浓缩法进行分析。
确定了学生经历的两个主要类别：（1）包含竞争元素的引人入胜且令人难忘的模拟，以及（2）对能力和责任的认识增强。
作为一种教育方法，“恐怖屋”模拟有望提高高级实践护理专业学生的意识、能力，并强化对患者安全的重视。这些模拟还有可能加深学生对其作为未来高级实践护士在促进患者安全方面的角色和责任的理解。
