Abstract
There is minimal evidence about the effectiveness of using escape room simulation (ERS) for teaching skill and clinical judgment competencies in medication administration (MA). This study compared the effectiveness of an ERS with high-fidelity simulation for teaching MA competencies in a sample of 116 students. A summative simulation showed that both were effective. Skills-only lab practice using the five rights of MA was then compared to process integration lab practice requiring application of clinical reasoning to inform decision-making; both groups had 58 students. Statistically significant increases in skill competency/clinical judgment were found with process integration.