Background: Designing and engaging learners in active learning are critical skills for nursing faculty with the resulting educational pay-off of increased engagement and learning. Moving away from the standard PowerPoint presentations can be uncomfortable for faculty and result in not taking risks when designing new learning experiences. However, creating psychological safety for both the faculty and learners can result in deeper learning and growth for the faculty's skill set.
Method: This article describes a pilot implementation of an escape room to facilitate an exam review for an undergraduate pathophysiology course.
Results: This pilot allowed the program to determine the feasibility of integrating escape rooms into undergraduate nursing curriculum while including evidence-based pillars of active and experiential learning such as the creation and maintenance of psychological safety for students and faculty.
Conclusion: Lessons learned about in-person and virtual escape rooms are included as well as next steps. [J Nurs Educ. 2022;61(9):545-548.].