RESUMEN
In recent years, the "Room Escape" industry in China is booming, and this real live game has become popular. However, health threatening events such as fire, trauma, coma, and lung infection in the game venues have been reported at home and abroad. If these venues are not supervised in time, there will be great potential public safety and health hazards. In this review, we summarized the hidden dangers of public safety and health in such venues, including fire and safety hazards, persistent stress state, indoor ventilation problems, risk of contagious infection, non-player characters’ health risk, special film effects of 4D cinemas, mosquito problems, light pollution and noise, and food safety. Meanwhile, health management recommendations for the game venues were proposed from the aspects of formulating health management standards, improving health security measures, and strengthening related health education to players, so as to improve the hygiene levels of such venues and protect players and staff from injuries or diseases.
RESUMEN
Objective:To explore the application effect of "secret room escape" game teaching combined with situational cases on the teaching of standardized training of neurological nursing.Methods:A total of 102 nurses who underwent the standardized training in the Department of Neurology of Xinjiang Uygur Autonomous Region People's Hospital from January 2019 to September 2020 were divided into control group ( n=51) and observation group ( n=51). The control group used situational case teaching, and the observation group used "secret room escape" game teaching combined with situational case teaching. The scores of critical thinking and learning engagement of the two groups were evaluated, and the theoretical assessment scores, clinical comprehensive ability scores and teaching satisfaction of the two groups were compared. SPSS 22.0 was performed for chi-square test and t test. Results:Before teaching, there was no significant difference in the scores and total scores of truth seeking, mind opening, analytical ability, systematic ability, self-confidence of critical thinking, thirst for knowledge and cognitive maturity between the two groups. After teaching, the scores and total scores of the observation group in above aspects were higher than those of the control group ( P<0.05). There was no significant difference in the scores and total scores of behavioral engagement, cognitive engagement and emotional engagement between the two groups before teaching; after teaching, the scores and total scores of these aspects in the observation group were higher than those in the control group ( P<0.05). The scores of theoretical examination [(82.02±3.27) vs. (79.66±3.45)] and clinical comprehensive ability [(83.30±3.54) vs. (80.82±3.73)] in the observation group were higher than those in the control group. The teaching satisfaction of the observation group was 98.04% (50/51), higher than 82.35% (42/51) of the control group. Conclusion:The "secret room escape" game teaching combined with situational cases can improve the critical thinking ability of standardized training nurses, stimulate them to participate in learning, improve their theoretical examination results and clinical comprehensive ability, and improve their satisfaction with teaching and the recognition rate of teaching effect.