Simulative learning in the room of horror – a method to enhance patient safety in undergraduate nursing education
Objective: High expectations are placed on healthcare systems concerning safety and health restoration. Simultaneously, healthcare involves risks and potential hazards that may lead to adverse events for patients and healthcare professionals alike. To raise awareness of these risks, it is essential...
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| Format: | Article |
| Language: | deu |
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German Medical Science GMS Publishing House
2025-04-01
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| Series: | GMS Journal for Medical Education |
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| Online Access: | https://journals.publisso.de/en/journals/jme/volume42/zma001743 |
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| author | Hauff, Vivian Homann, Laura Tannen, Antje |
| author_facet | Hauff, Vivian Homann, Laura Tannen, Antje |
| author_sort | Hauff, Vivian |
| collection | DOAJ |
| description | Objective: High expectations are placed on healthcare systems concerning safety and health restoration. Simultaneously, healthcare involves risks and potential hazards that may lead to adverse events for patients and healthcare professionals alike. To raise awareness of these risks, it is essential to incorporate the topic of patient safety into healthcare education. The room of horror, a form of simulated learning, represents an effective teaching and learning approach for this purpose.
Methods: At the end of their first semester, undergraduate nursing students participated in a room of horror exercise designed following the Swiss manual for interactive learning. The task involved identifying 13 errors relevant to patient safety within the room. Subsequently, the students provided written evaluations of this teaching format.
Results: Participants successfully identified twelve out of the thirteen safety-critical errors. All students perceived the simulation as educational and pertinent to professional practice. Heightened risk awareness and relevance to the professional context were particularly highlighted as positive outcomes.
Conclusion: The room of horror provides a practical simulation training environment where students can develop observational skills, critical thinking, and situational awareness regarding patient safety risks early in their clinical education. |
| format | Article |
| id | doaj-art-dce845e3c4004e9682fac4bcb3e07f64 |
| institution | OA Journals |
| issn | 2366-5017 |
| language | deu |
| publishDate | 2025-04-01 |
| publisher | German Medical Science GMS Publishing House |
| record_format | Article |
| series | GMS Journal for Medical Education |
| spelling | doaj-art-dce845e3c4004e9682fac4bcb3e07f642025-08-20T02:27:35ZdeuGerman Medical Science GMS Publishing HouseGMS Journal for Medical Education2366-50172025-04-01422Doc1910.3205/zma001743Simulative learning in the room of horror – a method to enhance patient safety in undergraduate nursing educationHauff, Vivian0https://orcid.org/0009-0000-1754-1952Homann, Laura1Tannen, Antje2https://orcid.org/0000-0003-0970-1818Charité – Universitätsmedizin Berlin, corporate member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Institute of Clinical Nursing Science, Berlin, GermanyCharité – Universitätsmedizin Berlin, corporate member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Institute of Clinical Nursing Science, Berlin, GermanyCharité – Universitätsmedizin Berlin, corporate member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Institute of Clinical Nursing Science, Berlin, GermanyObjective: High expectations are placed on healthcare systems concerning safety and health restoration. Simultaneously, healthcare involves risks and potential hazards that may lead to adverse events for patients and healthcare professionals alike. To raise awareness of these risks, it is essential to incorporate the topic of patient safety into healthcare education. The room of horror, a form of simulated learning, represents an effective teaching and learning approach for this purpose. Methods: At the end of their first semester, undergraduate nursing students participated in a room of horror exercise designed following the Swiss manual for interactive learning. The task involved identifying 13 errors relevant to patient safety within the room. Subsequently, the students provided written evaluations of this teaching format. Results: Participants successfully identified twelve out of the thirteen safety-critical errors. All students perceived the simulation as educational and pertinent to professional practice. Heightened risk awareness and relevance to the professional context were particularly highlighted as positive outcomes. Conclusion: The room of horror provides a practical simulation training environment where students can develop observational skills, critical thinking, and situational awareness regarding patient safety risks early in their clinical education.https://journals.publisso.de/en/journals/jme/volume42/zma001743nursing educationsimulative learningpatient safety |
| spellingShingle | Hauff, Vivian Homann, Laura Tannen, Antje Simulative learning in the room of horror – a method to enhance patient safety in undergraduate nursing education GMS Journal for Medical Education nursing education simulative learning patient safety |
| title | Simulative learning in the room of horror – a method to enhance patient safety in undergraduate nursing education |
| title_full | Simulative learning in the room of horror – a method to enhance patient safety in undergraduate nursing education |
| title_fullStr | Simulative learning in the room of horror – a method to enhance patient safety in undergraduate nursing education |
| title_full_unstemmed | Simulative learning in the room of horror – a method to enhance patient safety in undergraduate nursing education |
| title_short | Simulative learning in the room of horror – a method to enhance patient safety in undergraduate nursing education |
| title_sort | simulative learning in the room of horror a method to enhance patient safety in undergraduate nursing education |
| topic | nursing education simulative learning patient safety |
| url | https://journals.publisso.de/en/journals/jme/volume42/zma001743 |
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