Elliana S. Barbell, MPH: No financial relationships to disclose
Background: Healthcare staff have reported increased levels of burnout following the onset of the COVID-19 pandemic, which has resulted in a loss of infection prevention (IP) baseline knowledge. A return to educating on IP basics is needed to ensure safe care delivery practices that prevent the transmission of Healthcare-Associated Infections (HAI). Interactive, hands-on education is significantly more effective in engaging staff and imparting practical skills than traditional methods. The goal of this activity was to connect members from diverse hospital departments with IP resources in an engaging manner.
Methods: The Centers for Disease Control and Prevention (CDC) Project Firstline’s Escape Room Manual was adapted for use. The IP team partnered with the Simulation Center to host the activity in a simulated inpatient room. The room had four stations, each with a series of IP practice related puzzles. A 4-question follow-up survey was emailed to participants to evaluate experience.
Results: A total of 43 participants from 10 teams competed in the activity across 3 days. 20 total survey responses were recorded, with 13 participants submitting additional qualitative feedback. 20 respondents (100%) reported having fun in the escape room. 16 (80%) felt that the escape room increased their IP knowledge, and 20 (100%) reported it as an efficient educational activity. 19 (95%) felt that they were provided adequate resources to complete the puzzles.
Conclusions: The inaugural IP Escape room was successful in its goals of increasing staff engagement and furthering IP skills. A majority of participants reported that completing the activity increased their IP knowledge. Unlike traditional educational sessions, the escape room had flexibility to adapt to participants’ baseline knowledge while gamifying the experience to increase enjoyment. Several requests have been received for the escape room to become an annual event, due to its ability to promote collaboration and critical thinking.
Learning Objectives:
Upon completion, participants will be able to define the key basic infection prevention skills relevant to all healthcare workers that should be included in educational sessions.
Upon completion, participants will be able to construct and host engaging infection prevention activities, such as an escape room, for their home institutions.
Upon completion, participants will be able to differentiate between traditional and gamified infection prevention education methods and identify the unique benefits of each.
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