BACKGROUND: Generation Z college students often prefer individualized, immersive learning experiences. Faculty designed an educational escape room to engage nursing students and improve knowledge in cardiovascular critical care. METHOD: This study evaluated the educational innovation's impact on changes in knowledge and perceptions of the educational innovation with a pre- and postknowledge assessment and a validated perception survey. Students discussed their experiences and reflections in a focus group. RESULTS: Pre- and postknowledge assessment scores showed statistically significant improvements in knowledge (p < .05). Student perceptions were statistically significantly higher than the mean value for the evaluation scale (p < .001). Analysis of focus group transcriptions revealed four themes: Logistics of the Learning Activity, Cognitive Learning, Team Learning, and Professional Practice Skills. CONCLUSION: The cardiovascular escape room increased student knowledge and was positively received by students. The educational innovation encouraged student engagement in learning, content application, peer communication, and nursing practice skills. [J Nurs Educ. 2020;59(2):111-115.].
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Morrell et al. (2020) studied this question.
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