Assigning Roles in Educational Escape Rooms for Nursing Students- Effective or Not?

• In Event: AERA Roundtable Session Thursday 9:45 am - Gold 4
  In Roundtable Session: Roundtable: Informal Learning Practices in the Learning Sciences

Abstract

While a growing number of clinical simulation scenarios for nursing education have added role assignments in their script, the impact of such design was not sufficiently examined. This study explored how role assignment affects collaborative problem-solving (CPS) among nursing students in an educational escape room (EER) based on a sepsis simulation. Twenty baccalaureate nursing students participated: 10 with assigned roles (experimental) and 10 without (control). Audio recordings and transcripts were manually coded using a CPS framework, and Ordered Network Analysis (ONA) examined behavioral patterns. Both groups frequently worked to establish a shared conceptual space, but the role-assigned group showed greater negotiation and coordination. Findings suggest that incorporating role assignments into clinical simulations may enhance systematic CPS discourse in nursing education.

Authors

• Seungjie Clarice Han, Florida State University

• Chaewon Kim, Florida State University

• Brooke Evans, Florida State University

• Lana Lipscomb, Florida State University