Realistic simulation and escape room as combined active strategies in teaching nursing care in sepsis and infected

Abstract

This study aimed to describe the teaching experience in a Nursing Technician course using Realistic Simulation and an Escape Room in the management of a critically ill patient with suspected sepsis and an infected dressing. A validated script and learning objectives based on Bloom's Taxonomy were used. A medium-fidelity simulator and care mannequins with moulage techniques were employed. The Escape Room strategy comprised three stations: interpretation of vital signs, dressing technique, and nursing records. Debriefing was conducted using the PEARLS tool, facilitated by a performance checklist. High engagement and improvement in clinical reasoning were observed. For the careful design of the scenario, the Realistic Simulation design was based on Jeffries' Theory and the National Institute of Clinical Simulation (INACSL) Best Practices for Simulation in Healthcare, which provided students with security, resulting in safe decision-making and assertive communication. It is concluded that the convergence of strategies favored by knowledge retention and stress management is inherent to professional practice. It is concluded that the combination of educational technologies enhances technical and behavioral skills, reiterating the need for continuous teacher training in evidence-based strategies.