Focus: This presentation explores research outcomes of student learning in simultaneous simulation escape rooms.
Background/context: Escape games (EG) in health sciences are known to be engaging and help improve teamwork, communication (Friedrich et al., 2020), and decision-making (Kubin, 2020). Using game-based theory, escape games provide students with a safe environment to make mistakes (Morrell & Ball, 2020) but with the realistic dimension of time pressure (Reed & Ferdig, 2021).
Historically, EG's in nursing education have been restrictive, with singular groups completing the activity, making it unfeasible for large student cohorts. This study ran 5 simultaneous EG activities in one simulated learning space as part of an undergraduate nursing course.
Description: This study aimed to explore the feasibility and influence of simultaneous EG activities to develop undergraduate nursing student communication, teamwork, and decision-making skills.
Methods: Using a convergent mixed-methods design, the EG was evaluated pre and post activity using a modified Student Satisfaction and Self-confidence in Learning Scale (National League for Nursing, 2005). Audio-visual recordings of the EG and subsequent debriefing's (N=10) were made. These were analysed using an adapted Lasater Clinical Judgement Tool (Ashcraft et al., 2013) and dimensions of the Interprofessional Collaborator Assessment Rubric (Curran et al., 2011).
Evidence: Results demonstrated simultaneous EG activities can be conducted effectively with no loss of student engagement. Observed data showed students were ‘developing’ or ‘competent’ in the elements of teamwork, communication, and shared decision-making.
Contribution: This is the first simultaneous simulation EG study in nursing to provide mixed-methods analysis of the development of key behavioural skills required in nursing.
Engagement: Live the experience: Audience enter via a QR code, use clues embedded in presentation to escape the presentation!

Establishing a SOTL culture in institutions is considered dependent on how institutions recognise, reward and support SOTL. However, this does not account for SOTL being vulnerable to fluctuating agendas and discourses, change in institutional leadership, funding opportunities, and a scholar’s positionality - to name but a few contextual pieces. Interview data from 18 SOTL scholars from a range of institutions, positions and countries who attended the ISSOTL conference in 2022 and responded to an invitation to be interviewed online, provides many examples of individuals who sustain themselves in creative, collaborative and risk-taking ways to create a SOTL culture from the bottom up regardless of the ebbs and flows of institutional support.

Context determines whether and how an institution supports SOTL, but is complex and not limited to top-down policies and their implementation. As policies may vary over time, we found sustaining a SOTL culture depends on those who are committed to institutional change for the long-haul. We also found institutions may be critical in launching SOTL, or supporting it at different times, or establishing academic positions for SOTL scholars able to sustain the culture and take on leadership. Some institutions strategic plans captured SOTL, others had teaching-only positions advancing their careers through SOTL. Despite varying contexts, our participants were in it for the long haul, slowly developing a SOTL culture to withstand the vagaries of institutional support. We also found some participants moved into leadership positions in or out of their institution, to support SOTL at regional or national levels.

This presentation will highlight findings from the interviews. The importance of context and how institutions value and support SOTL (or not) are shared. The multiple ways participants grew as SOTL scholars and leaders depicted. Discussion with the audience anticipated based on their experiences with launching and sustaining long-term SOTL culture.

Focus
Presentation of a new work readiness scale.
Background/ context
The debate about the lack of preparedness of graduates for the work environment persists. A systematic review of work readiness (WR) indicates the need for more concept clarity (Orr et al., 2023). A well-defined theoretical structure to enhance the robustness of assessment tools (Hinkin et al., 1997) is critical for studies on WR. However, studies about the development of WR scales provide little or no information about the theoretical framework on which they are based. The present study aims to propose a sound measurement scale based on a theoretical structure.
Method
Using a deductive approach based on a conceptual review of the literature, we developed a theoretical scale, which was reviewed through focus group discussions and individual interviews by 17 participants from various sectors, including policymaking, human resource management, professional bodies, decision makers and teaching professionals from academia. We then surveyed 101 employers in public and private organisations from diverse fields and conducted a factor analysis of their responses to confirm the underlying constructs of the generic scale.
Evidence
The review of the theoretical three-factor structure based on Hilton’s and Pelligrino's framework (2013) and the corresponding measurement items by employers generated a 13-factor model with 71 items. Factor analysis of the survey data extracted a 68-item scale that spanned a 4-factor model with ten subconstructs. Three factors aligned with the theoretical model, namely cognitive, interpersonal and intrapersonal skills. The additional broad construct was labelled metacognition.
Contribution
A theoretical model and rigorous item generation can contribute to developing sound measures. This study presents the extensive development process of a new WR scale and its underlying constructs. This new scale can serve as the foundation for developing reliable WR assessment tools and can be adapted and validated for use in different contexts.

Focus: This presentation aims to provide a framework of kindness for higher education practice. The neo-liberal nature of higher education enables toxic eco-systems due to job precarity, inequal power dynamics, and embedded racism (Lokot 2022; Gerrard, Sriprakash & Rudolph 2022; Bain 2018). This framework of kindness is offered as a counter strategy to disrupt this.

Background/ Context: This framework is inspired by the pedagogy of kindness by Denial (2019). Gorny-Wegrzyn et al. (2022) defines kindness as a teaching philosophy and practice modelling empathy, and allowing for deliberate connections and reflections. Many educational practices aim for a positive change in workplaces, including projects around restorative and immersive practices (Morisson, 2015) of justice, care, and hope (Kimerrer, 2015), ‘decolonisation of education’ (Brown, Kelada, & Jones, 2020), and holistic learning. The framework of kindness attempts to weave connections between these to lead a more equitable institutional eco-system.

Description: The framework includes four key elements. One, the spaces where kindness is manifested. Two, tools used to manifest kindness. Three, toxic eco-system in which kindness is being practiced. Four, pockets of healing that show examples of manifestation of kindness.

Method: This study applies Hermeneutics Phenomenology, the study of lived experiences (Henriksson & Friesen 2012). A multi-modal data collection approach is incorporated through surveys, interviews, and photo-elicitations (invited participants), collaborative workshops, meetings, and classroom observations. Thematic analysis is conducted for data analysis.

Evidence: Participants have repeatedly mentioned that due to acts of kindness their higher education journey, as students, and staff, has been more meaningful, rewarding, and easier.

Contribution: The presentation contributes to practice-based strategies and examples of embodying kindness in academic eco-systems. It adds to the scholarship and practice about future-proofing the higher educational institutes.

Engagement: Audience will be engaged twice through live surveys about their experiences with kindness in higher education.