Abstract
Nurse practitioner students may complete clinical rotations without exposure to many high-acuity, low-frequency disease states. Students must readily recognize and apply their diagnostic and critical thinking skills to these low-frequency clinical conditions. This report describes the impact of an escape room activity on the knowledge acquisition and perceptions of adult-gerontology acute care nurse practitioner students. Postactivity assessment surveys were overwhelmingly positive, confirming student perceptions of the escape room as a collaborative learning tool that identified their knowledge gaps. All student teams successfully escaped the room, and a postactivity knowledge assessment confirmed the student's knowledge of the escape room content.
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