The practice and application of escape rooms in nursing education at a children’s specialty hospital

Objective This study aimed to compare the effectiveness of a pediatric escape room (ER) intervention versus traditional teaching in improving nursing interns' clinical skills, teamwork, and satisfaction. Background Traditional training often inadequately prepares nursing interns for dynamic pediatric settings, where communication challenges and rapid changes can cause anxiety. ER games offer immersive, collaborative learning under time pressure. Design A single-center, open-label, randomized controlled trial was conducted at a children's medical center in Western China with 204 nursing interns. Methods Participants were randomized to traditional teaching (lecture, demonstration, practice) or an ER group (lecture plus 90-minute ER scenario). The ER integrated key pediatric procedures include IV placement and CPR within a high-fidelity narrative. Outcomes were assessed via OSCE, theory exam, CSAT, and satisfaction survey. Results The ER group scored significantly higher in practical skills (CPR, IV placement, overall procedures; all p < .01), teamwork, motivation, and reflection ( p < .05), with 61.3% rating satisfaction as "Excellent" versus 29.6% in the traditional group ( p < .001). Theoretical scores did not differ significantly. Conclusions A pediatric ER significantly enhances practical skills, collaboration, and satisfaction among nursing interns, offering an effective and engaging alternative to conventional training.