Adapting a Classroom Simulation Experience to an Online Escape Room in Nutrition Education

Authors

DOI:

https://doi.org/10.24059/olj.v25i1.2469

Keywords:

nutrition education, escape room, online education, simulation

Abstract

Due to the COVID-19 emergency transition to remote learning, an undergraduate class in nutrition and dietetics modified a face-to-face experiential “escape room” assignment into a comparable online experience. The online assignment was structured so that students had to use knowledge and clues to move through each step of the Nutrition Care Process; students proceeded through the escape room individually until each successfully “escaped.” An important component of this assignment was the postactivity debriefing process, which took place via video conferencing in small groups. Students indicated that they were pleasantly surprised at the effectiveness of the online assignment. However, analytics showed that students progressed through most of the steps fairly quickly; thus, instructors plan to improve future deployments by using a variety of interactive assessments and adding more layered criteria and clues within each of the escape room steps.

Author Biographies

Jenifer Ross, University of North Florida

Assistant Professor and Director, Didactic Program in Dietetics, Department of Nutrition and Dietetics

Lauri Wright, University of North Florida

Associate Professor, Chair, and DCN Co-Director, Department of Nutrition and Dietetics

Andrea Arikawa, University of North Florida

Associate Professor and DCN Co-Director, Department of Nutrition and Dietetics

References

Academy of Nutrition and Dietetics. (2020). The Nutrition Care Process (NCP). Retrieved September 7, 2020, from https://www.ncpro.org/nutrition-care-process

Buchholz, A. C., Vanderleest, K., MacMartin, C., Prescod, A., & Wilson, A. (2020). Patient Simulations Improve Dietetics Students’ and Interns’ Communication and Nutrition-Care Competence. Journal of Nutrition Education and Behavior, 52(4), 377–384. https://doi.org/10.1016/j.jneb.2019.09.022

Harman, T., Bertrand, B., Greer, A., Pettus, A., Jennings, J., Wall-Bassett, E., & Babatunde, O. T. (2015). Case-based learning facilitates critical thinking in undergraduate nutrition education: Students describe the big picture. Journal of the Academy of Nutrition and Dietetics, 115(3), 378–388. https://doi.org/10.1016/j.jand.2014.09.003

O’Shea, M. C., Palermo, C., Rogers, G. D., & Williams, L. T. (2020). Simulation-Based Learning Experiences in Dietetics Programs: A Systematic Review. Journal of Nutrition Education and Behavior, 52(4), 429–438. https://doi.org/10.1016/j.jneb.2019.06.015

Tyler, C., Alnaim, L., Diekemper, J., Hamilton-Reeves, J., Goetz, J., Sullivan, D. K., & Gibbs, H. D. (2020). Simulations for Teaching and Evaluating Nutrition-Focused Physical Exam Skills. Journal of Nutrition Education and Behavior, 000(000). https://doi.org/10.1016/j.jneb.2020.03.011

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Published

2021-03-01

Issue

Vol. 25 No. 1 (2021)

Section

Section II: Brief Case Studies on the Pivot to Emergency Remote Teaching

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