Recommended Citation
Barrett L, Chae W. Escape the Stroke: A Game Changing Approach to Nurse Education. Poster presented at: AANN Advances in Stroke Care Conference; July 29, 2025; Phoenix, AZ.
Presentation Notes
Poster presented at: AANN Advances in Stroke Care Conference; July 29, 2025; Phoenix, AZ.
Abstract
The purpose of this quality improvement project was to reinforce nursing knowledge of the stroke team activation process in a Primary Plus Stroke Center. An educational curriculum, incorporating a 45-minute interactive escape room followed by a 45-minute didactic presentation, was developed and piloted with registered nurses (N= 14) on a Progressive Care Unit in a Primary Plus Stroke Center. Participants included registered nurses with varying levels of nursing experience, from newly licensed clinicians (<6 months) to certified progressive care nurses (>2 years), all of whom completed a survey before and after completing the activity that assessed their knowledge and confidence level related to the stroke team activation process and stroke interventions specific to the facility. An innovative and interactive escape room was designed that integrated complex puzzles into the facility’s stroke alert activation workflow; progression through the escape room required critical thinking and effective teamwork to complete the activity within the allotted time. Findings revealed that overall nursing confidence levels rose from 3.3 to 4.33 on a 5-point Likert-type rating scale after participation in the activity; additionally, findings also revealed an increase in compliance with time-sensitive nursing stroke measures, including the NIHSS, VAN LVO screening tool, dysphagia, and neurological assessments, based on a retrospective review of nursing documentation of stroke team activation events following the activity. Overall, observational findings indicated that incorporation of a gamification modality into a didactic approach facilitated collaboration and interaction amongst the participants; furthermore, the nursing engagement and social motivation provided by this educational structure led to an increase in stroke knowledge retention as evidenced by the results of a knowledge assessment included in the post-activity survey. Clear delineation of the learning objectives and shared learning of focused content to smaller groups of participants may have also contributed to positive outcomes observed post-activity.
Document Type
Poster