{"title":"Simulative learning in the room of horror - a method to enhance patient safety in undergraduate nursing education.","authors":"Vivian Hauff, Laura Homann, Antje Tannen","doi":"10.3205/zma001743","DOIUrl":null,"url":null,"abstract":"<p><strong>Objective: </strong>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 <i>room of horror</i>, a form of simulated learning, represents an effective teaching and learning approach for this purpose.</p><p><strong>Methods: </strong>At the end of their first semester, undergraduate nursing students participated in a <i>room of horror</i> 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.</p><p><strong>Results: </strong>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.</p><p><strong>Conclusion: </strong>The <i>room of horror</i> 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.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"42 2","pages":"Doc19"},"PeriodicalIF":1.5000,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12131510/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"GMS Journal for Medical Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3205/zma001743","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/1/1 0:00:00","PubModel":"eCollection","JCR":"Q2","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
Abstract
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.
期刊介绍：
GMS Journal for Medical Education (GMS J Med Educ) – formerly GMS Zeitschrift für Medizinische Ausbildung – publishes scientific articles on all aspects of undergraduate and graduate education in medicine, dentistry, veterinary medicine, pharmacy and other health professions. Research and review articles, project reports, short communications as well as discussion papers and comments may be submitted. There is a special focus on empirical studies which are methodologically sound and lead to results that are relevant beyond the respective institution, profession or country. Please feel free to submit qualitative as well as quantitative studies. We especially welcome submissions by students. It is the mission of GMS Journal for Medical Education to contribute to furthering scientific knowledge in the German-speaking countries as well as internationally and thus to foster the improvement of teaching and learning and to build an evidence base for undergraduate and graduate education. To this end, the journal has set up an editorial board with international experts. All manuscripts submitted are subjected to a clearly structured peer review process. All articles are published bilingually in English and German and are available with unrestricted open access. Thus, GMS Journal for Medical Education is available to a broad international readership. GMS Journal for Medical Education is published as an unrestricted open access journal with at least four issues per year. In addition, special issues on current topics in medical education research are also published. Until 2015 the journal was published under its German name GMS Zeitschrift für Medizinische Ausbildung. By changing its name to GMS Journal for Medical Education, we wish to underline our international mission.
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