Escape room games are educational gamification technologies that consist of introducing a team of players into a physical or digital space in search of clues to answer puzzles, riddles or enigmas and solve a mystery or problem. This study aims to determine the effectiveness of escape room games on the training of nursing students in an international context. A systematic review was carried out in MEDLINE, WOS, SCOPUS, CINAHL and LILACS databases using the MeSH terms “Education, Nursing” and “Educational Technology”, and the free term “Escape room”, combined with Boolean operators AND/OR. Intervention studies in Spanish, English and Portuguese were included, without limitation for the year of publication. Selection and critical appraisal were conducted by two independent reviewers. A total of n = 13 interventional studies were included (n = 2 Randomized Clinical Trials and n = 11 quasi-experimental design). Escape rooms are a recent and growing educational methodology, increasingly used in academia and in the training of nurses and nursing students. However, it is necessary to expand their use and the quality of the studies in a greater number of contexts. Furthermore, it is necessary to homogenize and standardize validated instruments to evaluate the effectiveness of escape rooms in the nursing education area.

Background: Fear of childbirth affects women worldwide and can have adverse consequences. Midwives have implemented a number of interventions, autonomously or as part of a professional team. However, midwives have been unable to identify the most appropriate intervention for ensuring the reduction or alleviation of this fear to provide the best perinatal outcomes. Objective: This study aimed to evaluate the effectiveness of a prenatal educational intervention followed by specific support during childbirth, designed and delivered exclusively by midwives for women with a high fear of childbirth. Method: This randomized controlled trial was performed with two arms in two phases: an online prenatal education phase followed by a support phase during childbirth. Participating women with a high fear of childbirth, which was determined using the Wijma Delivery Expectancy Questionnaire A–Spanish version, were assigned to the experimental group or the usual care control group at a 1:1 ratio. Results: Women showed a reduction in fear of childbirth in both phases of the study. According to the intention-to-treat analysis, a significant mean difference was observed in the prenatal stage in favor of the intervention group, and a nonsignificant difference was observed in favor of this same group after delivery. Discussion: The effectiveness of continuous specific prenatal education with preferential support during childbirth by midwives was indicated by improvements in the level of fear of childbirth.

Escape room’s games are educational gamification technologies that consist of introducing a team of players into a physical or digital space to solve a mystery or a problem in search of clues to solve puzzles, riddles, or enigmas. This study aims to determine the effectiveness of escape room’s games on the training of nurses and nursing students. A systematic review was carried out in MEDLINE, WOS, SCOPUS, CINAHL and LILACS databases using the MeSH terms: "Education, Nursing" and "Educational Technology", and the free term "Escape room", combining with Boolean operators AND/OR. Intervention studies in Spanish, English and Portuguese were included, without limitation for the year of publication. Selection and critical appraisal were conducted by two independent reviewers. A total of n=15 interventional studies were included (n=2 Randomized Clinical Trials and n=12 quasi-experimental). Escape rooms are a recent and booming educational methodology, which is increasingly used in academia and training of nurses and nursing students; however, it is necessary to expand their use to more countries, as well as the number and quality of interventional studies, being necessary to homogenize and standardize criteria and to use validated instruments to evaluate the effectiveness of escape rooms in the field of nursing.

Background/Objectives: Acute bronchiolitis is one of the leading respiratory infections in infants and represents a substantial burden on healthcare services. Parents’ knowledge, attitudes and practices are key to its prevention and home management. The aim of this study was to analyze parents’ knowledge, attitudes, and practices regarding the prevention and home management of bronchiolitis in infants in Gran Canaria, Spain. Methods: A cross-sectional observational study was conducted. The Bronchiolitis Knowledge, Attitudes and Practices Questionnaire was used, comprising 26 items grouped into four dimensions: risk factors, signs and symptoms, prevention, and care/pharmacological support. Data were collected using an online questionnaire. Descriptive analyses, nonparametric tests, and multiple linear regression were performed. Statistical analysis was conducted using Jamovi (version 2.4.12). Statistical significance was set at p < 0.05. Results: A total of 162 parents were included. The mean normalized total score indicated an overall level of parental knowledge, attitudes, and practices regarding acute bronchiolitis. Prevention was the dimension with the lowest scores, whereas signs and symptoms and care/pharmacological support showed comparatively better results. Higher overall scores were associated with educational level and previous experience with bronchiolitis. Conclusions: Parents showed insufficient knowledge, attitudes and practices, particularly in relation to prevention. Targeted educational interventions are needed to improve the home management of bronchiolitis and help reduce healthcare burden.

Background/Objectives: Simulation-based education often lacks personalization, focusing on technical competence rather than individual student profiles. This protocol describes a study designed to evaluate whether adapting gamified narratives to nursing students’ personality profiles has the potential to support academic performance in obstetrics. This study aims to validate the integration of psychometric profiling and AI as a sustainable strategy for personalized clinical training. Methods: A cluster-randomized controlled longitudinal pilot trial will be conducted at the University of Atlántico Medio. The protocol has been submitted for registration at ClinicalTrials.gov (Registration Pending). Thirty-eight second-year nursing students meeting inclusion criteria (excluding repeaters or those with prior specialized training) will be assigned by natural practice to either a control group (generic gamification) or an experimental group (gamification adapted according to Player Personality and Dynamics Scale profiles using AI-generated content). The intervention comprises four clinical simulation sessions focusing on pregnancy and childbirth, which are managed via the Wix platform. The primary outcome is academic performance, measured as “Learning Gain” (post-test scores minus pre-test scores). Secondary outcomes include student satisfaction measured via the Gameful Experience Scale. Data will be analyzed using Mann–Whitney U tests to compare overall efficacy and intragroup evolution. To minimize observer bias, knowledge assessments will utilize automated, objective scoring, and participants will be blinded to the study hypothesis. Expected Outcomes: The study aims to establish the technical and pedagogical feasibility of integrating AI-adapted narratives into nursing curricula. It is anticipated that the personalized approach will show positive trends in learning gains and engagement patterns, providing a baseline for larger multicenter trials. Conclusions: This protocol presents a framework for “Precision Education” in nursing, shifting from “one-size-fits-all” simulations to student-centered adaptive training. The use of Generative AI makes such personalization sustainable and cost-effective for health science faculties.

This study aimed to evaluate the effectiveness of counseling and educational interventions delivered during pregnancy and early motherhood in promoting maternal health knowledge, self-care behaviors, and related health outcomes among adolescent and young women. A systematic review of randomized controlled trials and quasi-experimental studies published in English or Spanish was conducted using Medline, Web of Science, Scopus, Cinahl, and the Cochrane Library. Methodological quality was assessed using Joanna Briggs Institute critical appraisal tools, and risk of bias was evaluated using the Risk-of-Bias 2 and ROBINS-I tools. Data were synthesized narratively and in tables. When comparable outcomes were reported, preliminary meta-analyses were performed using standardized mean differences with random-effects models. The certainty of evidence was assessed using the GRADE approach. Seven studies (n = 7) involving 776 participants were included. Interventions consisted of counseling or educational programs delivered through face-to-face sessions, group activities, or digital resources. Overall, the interventions showed improvements in pregnancy-related knowledge, self-care behaviors, psychological outcomes, and maternal health practices and attitudes. Meta-analysis suggested a large effect favoring the intervention for pregnancy-related health knowledge (SMD = 1.90; 95%CI: −0.02 to 3.83) and self-care behaviors (SMD = 2.39; 95%CI: 0.29–4.49), although substantial heterogeneity across studies was observed and the certainty of evidence ranged from low to very low. Counseling and educational interventions during pregnancy may improve pregnancy-related health knowledge and self-care among pregnant adolescents and young women. Nevertheless, the evidence remains limited and heterogeneous. Further well-designed studies conducted in diverse settings are needed to confirm these findings and strengthen the evidence base.