ESCAPE ROOM: Humanizing Nursing Education in Mental Health
DOI:
https://doi.org/10.33448/rsd-v15i2.50607Keywords:
Escape Room, Education Nursing, Mental Health.Abstract
Objective: To describe the experience of applying an Escape Room as an innovative pedagogical strategy in mental health education for technical nursing training. Method: This qualitative experience report was conducted with 21 students and employed gamification, interactive questionnaires (Google Forms), and progressive QR code–based puzzles focused on reviewing the content of a curricular unit. Results: The activity promoted student engagement, enabling critical content review and reflection on the humanization of care. Fifteen of the nineteen participants completed all challenges within the stipulated time of 20 minutes. Conclusion: The methodology proved to be an effective active learning tool; however, its implementation requires adaptation to the institutional context and systematic evaluation of educational outcomes.
References
Almeida, A. B. B., et al. (2023). Uso do Google Forms para avaliação do ensino: Utilizações de formulários em sala de aula no ensino fundamental I. Revista Amor Mundi, 4(6), 205–211. https://www.researchgate.net/publication/374958475
Araújo Neto, R. A., & dos Santos, N. A. (2022). Metodologias ativas na educação profissional e tecnológica: Revisão sistemática da literatura. Revista Debates em Educação Científica e Tecnológica, 12(1), 1–15. https://ojs.ifes.edu.br/index.php/dect/article/view/1673
Barros, A. M. D. B. (2024). Manual de trabalhos acadêmico-científicos: relato de experiência. Nova UBM. https://www.ubm.br/explorer/arquivos/manual-ubm-relato-de-experi%C3%AAncia.pdf.
Carvalho, M. D. M., Silva, A. C. R. da, Ferreira, L. L., Silva, L., Meneses, I. A. de, Alves, M. de S., Luz, J. L. E. de S., Borges, Í. E. de S., & Nogueira, L. T. (2024). Perspectivas da humanização da saúde mental no Sistema Único de Saúde (SUS) brasileiro. Revista Eletrônica Acervo Científico, 47, e15953. https://doi.org/10.25248/reac.e15953.2024
Castro, E. D., & Lima, E. M. F. A. (2007). Resistência, inovação e clínica no pensar e no agir de Nise da Silveira. Interface – Comunicação, Saúde, Educação, 11(22), 365–376. https://doi.org/10.1590/S1414-32832007000200017
Costa, P., Echevarría-Guanilo, M., Silva, A., Santos, S., & Silva, G. (2024). A inserção do Escape Room na graduação em enfermagem: Revisão integrativa. SciELO Preprints. https://www.researchgate.net/publication/378886814
Duarte, R. A. (2023). O movimento antimanicomial no contexto da participação democrática: Avanços e desafios. Revista Caribeña de Ciencias Sociales, 12(6), 2640–2658. https://doi.org/10.55905/rcssv12n6-010
Fraga, M. N., Souza, M. H., & Braga, P. P. (2006). A enfermagem e a saúde mental após a reforma psiquiátrica. Contexto & Saúde, 6(11), 47–52. https://www.revistas.unijui.edu.br/index.php/contextoesaude/article/view/1579
Gaya, A. C. A. & Gaya, A. R. (2018). Relato de experiência. Editora CRV.
Jacobovski, R., & Ferro, L. F. (2021). Permanent education in health and active learning methodologies: A systematic integrative review. Research, Society and Development, 10(3), e39910313391. https://doi.org/10.33448/rsd-v10i3.13391
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work. Educational Psychologist, 41(2), 75–86. https://doi.org/10.1207/s15326985ep4102_1
Lázaro, A. C., Sato, M. A. V., & Tezani, T. C. R. (2018). Metodologias ativas no ensino superior: O papel do docente no ensino presencial. In Anais do Congresso Internacional de Educação e Tecnologias. https://cietenped.ufscar.br/submissao/index.php/2018/article/view/234
Lauff, W. (2023). Die Alternative »Canva«. In Toolbox: Perfekt schreiben, reden, moderieren, präsentieren (pp. 224–225). Schäffer-Poeschel. https://doi.org/10.34156/978-3-7910-5860-3_118
Leitão, N. A. D., & Faria, E. M. B. de. (2020). Educação inclusiva: O papel do professor formador nas licenciaturas. Revista Contemporânea de Educação, 15(34), 64–80. https://revistas.ufrj.br/index.php/rce/article/view/36423
Livengood, H., & Lan, P. (2023). Gamification as a catalyst for business engagement. The Journal of Innovations. https://doi.org/10.62470/3f243829
Marques, H. R., Campos, A. C., Andrade, D. M., & Zambalde, A. L. (2021). Inovação no ensino: Uma revisão sistemática das metodologias ativas. Avaliação, 26(3), 718–741. https://doi.org/10.1590/S1414-40772021000300005
Ministério da Saúde. (2022). Dados da Rede de Atenção Psicossocial (RAPS) no Sistema Único de Saúde (SUS). Secretaria de Atenção Primária à Saúde. https://bvsms.saude.gov.br
Mussi, R. F. F., Flores, F. F., & Almeida, C. B. (2021). Pressupostos para a elaboração de relato de experiência como conhecimento científico. Práxis Educacional, 17(48), 60–77.
Neetoo, A., Zary, N., & Zidoun, Y. (2021). Escape rooms in medical education. Preprints. https://doi.org/10.20944/preprints202107.0644.v1
Pais, S., Sousa, A., & Pires, A. (2023). Using an escape room activity to enhance motivation. In Proceedings of the 17th European Conference on Games Based Learning (pp. 491–497). Academic Conferences International. https://doi.org/10.34190/ecgbl.17.1.1431
Pereira, A. S. et al. (2018). Metodologia da pesquisa científica. [free ebook]. Santa Maria: Editora da UFSM.
Parreira, M. R., et al. (2023). From the first asylum of Minas Gerais to psychiatric reform. In Innovation in Health Research (p. 6). Seven Editora.
Pato, J. A. C., et al. (2024). Design and implementation of an educational escape room class. In Proceedings of the 32nd International Conference on Computers in Education. Asia-Pacific Society for Computers in Education. https://doi.org/10.58459/icce.2024.4919
Rached, C. D. A., et al. (2024). Percepção do discente de enfermagem: Uso do Escape Room. Revista Brasileira de Enfermagem, 77(2), e20230414. https://doi.org/10.1590/0034-7167-2023-0414
Ramalho, A. O., et al. (2022). Escape Room como estratégia de sensibilização. ESTIMA – Brazilian Journal of Enterostomal Therapy, 20, e2022.
Reinkemeyer, E. A., Chrisman, M., & Patel, S. E. (2022). Escape rooms in nursing education. Nurse Education Today, 119, 105571.
Saini, S., et al. (2023). Case-based interprofessional learning versus traditional teaching. The Internet Journal of Allied Health Sciences & Practice. https://doi.org/10.46743/1540-580x/2023.2487
Sanz-Osorio, M. T., et al. (2024). Humanised care in acute psychiatric hospitalisation units. Journal of Psychiatric and Mental Health Nursing, 31(2), 228–239. https://doi.org/10.1111/jpm.12974
Silva, M. L., Lima, I. B., & Pontes, E. A. S. (2023). Aprendizagem significativa e metodologias ativas. Observatorio de la Economía Latinoamericana, 21(8), 9038–9050. https://doi.org/10.55905/oelv21n8-066
Scherer-Warren, I. (2012). Movimentos sociais e geração de novos direitos. In M. G. Gohn & B. M. Bringel (Eds.), Teorias dos movimentos sociais (pp. 45–68). Vozes.
Surjous, L. (2025). Philippe Pinel et le secret des Anglais. L’Évolution Psychiatrique. https://doi.org/10.1016/j.evopsy.2024.12.001
Tenório, F. (2002). A reforma psiquiátrica brasileira. Ciência & Saúde Coletiva, 7(2), 375–386. https://doi.org/10.1590/S0104-59702002000100003
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (pp. 84–91). Harvard University Press.
Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. (2020). The impact of gamification on learning. Educational Research Review, 30, 100326. https://doi.org/10.1016/j.edurev.2020.100326
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Juliana Arantes, Julio Cesar David Pereira
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
