BLADDER CATHETERIZATION, ESCAPE ROOM, NURSING EDUCATION, NURSING STUDENTS
Conditions
Keywords
NURSING EDUCATION, BLADDER CATHETERIZATION, ESCAPE ROOM, MOTIVATION, PROBLEM-SOLVING SKILLS
Brief summary
This study aims to examine the effect of escape room-based training on nursing students' academic achievement, problem-solving skills, collaborative learning, and motivation levels in bladder catheterization education. A mixed-methods design will be used. Participants will be randomly assigned to either an experimental group receiving game-based escape room training or a control group receiving traditional instruction. Pre-test and post-test assessments will be conducted using validated measurement tools. The study also includes qualitative data to explore students' experiences and perceptions regarding the educational method used. This research seeks to contribute to innovative educational practices in nursing skills training.
Interventions
BEHAVIORALEscape Room-Based Bladder Catheterization Training
This intervention involves an escape room-based educational strategy designed to teach bladder catheterization to nursing students. The method includes interactive puzzles, clinical problem-solving tasks, and scenario-based simulations. The training promotes engagement, teamwork, and application of theoretical knowledge in a gamified learning environment.
BEHAVIORALTraditional Bladder Catheterization Training
This intervention includes standard bladder catheterization training based on traditional teaching methods. The students will receive theoretical instruction through lectures and demonstration-based simulation without interactive or gamified components.
Sponsors
Agri Ibrahim Cecen University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
TRIPLE (Subject, Investigator, Outcomes Assessor)
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* Nursing students enrolled in a clinical skills course * Voluntarily agree to participate * No prior formal catheterization training
Exclusion criteria
* Students who miss training sessions * Students with previous experience in escape room-based learning
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Academic Achievement | At Baseline, immediately after the intervention | Academic achievement will be measured using a researcher-developed theoretical and practical knowledge test on bladder catheterization. The test includes multiple-choice and skill-based items aligned with clinical guidelines. Higher scores indicate greater knowledge and procedural competence. |
| Problem-Solving Ability | At Baseline, immediately after the intervention | Problem-solving skills will be assessed using the Problem Solving Inventory (Heppner & Petersen). This validated scale measures students' perceptions of their problem-solving ability. Higher scores indicate lower perceived problem-solving ability (reverse scoring will be considered in interpretation). |
| Motivation Level | At Baseline, immediately after the intervention | Students' motivation will be measured using the Motivation Scale for Game-Based Learning Strategies, originally developed by Manzano-León et al. (2021) and adapted into Turkish by Küçükibiş and Eskiler (2022). The scale evaluates students' motivation across various dimensions related to game-based learning environments using Likert-type items. A higher total score indicates a higher level of motivation toward learning through gamification. |
Contacts
Primary ContactTUGCE KABAK SOLAK, RESEARCH ASSİSTANT
Outcome results
None listed