| Sumario: | Aim: The aim of this research was to capture undergraduate nursing students' perceptions after participating in an educational escape room. Background: Preparing students for chaotic and unpredictable health-care environments is arguably challenging. There is a need to create innovative and engaging teaching strategies that promote learning through teamwork, collaboration and critical thinking. In 2019, A New Zealand school of nursing introduced escape rooms as an educational tool in its undergraduate nursing programmes. Students solved puzzles and completed activities collaboratively in groups, to "escape" from a classroom before a set time limit was reached. Design: Survey research conducted in 2019 included a post-implementation online questionnaire consisting of five questions. The first question established which escape room the student had participated in. This was followed by three questions using a Likert scale to measure the students' perceptions of their experience in relation to: 1) teamwork and collaboration, 2) thinking critically while under time pressure, and 3) contribution to learning. A final open-ended question inquired about their overall experience. Results: Overall, the students found the escape rooms to be an effective and innovative learning experience due to the requirement for teamwork, collaboration and thinking critically while under time pressure. Conclusion: The findings of this study are consistent with previous studies on students' perceptions of participating in escape rooms in educational settings. The success of the implementation validates continuing use of this education innovation.
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