Is Time on Your Side? A Neonatal Nurse Practitioner Escape Experience (PS1c)

Abstract Text: Literature supports integration of active learning strategies into nurse practitioner curriculum to highlight core concepts related to clinical practice. To improve clinical reasoning for Neonatal Nurse Practitioner students, a team-building, case-based escape game was created to reinforce didactic material. Pre/post interventional pilot quality improvement project using quantitative and qualitative methods was designed to explore students’ perceptions of the escape game. NNP students critically evaluated laboratory values, assessment findings, clinical status, and calculations to "beat the clock". Students progressed through the case by solving clues within a 20-minute period. Students completed a pre- and post-survey to measure confidence related to clinical reasoning for a neonate with complications from acute kidney injury. Three out of four teams successfully completed the tasks within the 20-minute time limit designated for the game. 92.3% of students identified increased confidence in assessment skills, clinical decision making, and clinical intervention prioritization. All students reported that the experience contributed
to their learning with high levels of satisfaction. Student feedback was overwhelmingly positive and indicated a desire for more of this type of learning activity integrated into the course material. Participation in the escape game encourages retention of learned material with guided debriefing allowing student self-reflection to highlight areas for improvement prior to transition into clinical practice. The integration of alternative and engaging learning activities, such as a neonatal escape game, allows faculty the opportunity to assess baseline clinical knowledge before entering the clinical role as well as engage students in application of didactic content in an alternative way.

Needs Assessment and Presentation Description: Educators are tasked with assisting students in the journey to becoming advanced practice providers. Literature has shown that students appreciate alternative and active learning integrated within curriculum to highlight core concepts, especially as they relate to clinical practice. The use of alternative and engaging learning activities, such as a neonatal escape game, allows faculty the opportunity to assess baseline clinical knowledge before entering the clinical role while providing a format to reinforce didactic content.