Nursing Education, Patient Safety
Conditions
Keywords
Patient safety, escape room, nursing education, teaching methods
Brief summary
Ensuring patient safety is a cornerstone of nursing practice, and its foundation is established during nursing education. This study aims to empower senior nursing students to develop self-efficacy in patient safety practices through the Escape Room teaching method. The study was conducted with senior nursing students from February to May 2024. Data were collected using the Student Information Form, Patient Safety Self-Efficacy Questionnaire, and Satisfaction with Training Methods Scale. The escape room was structured in three phases-prebriefing, simulation, and debriefing-following INACSL standards. The average age of the participants was 23.5, and 43.5% had previously completed an elective course on patient safety. Analyses revealed that students spent the most time, averaging 2.59 minutes, in the room dedicated to information questions. The average self-efficacy score before the intervention was 61.26, which increased to 71.32 after the intervention, and participants reported a high level of satisfaction. The study's findings indicate that patient safety-themed escape room training significantly enhances students' self-efficacy in patient safety, as well as their overall satisfaction and motivation.
Interventions
OTHEREscape Room-Based Teaching Method on Patient Safety
Intervention Description: This intervention is a patient safety-themed escape room simulation specifically designed for nursing students. The activity consists of three phases structured in accordance with INACSL standards: pre-briefing, escape room simulation, and post-briefing assessment. Working in small groups, students solve knowledge- and skill-based patient safety tasks in three different rooms (patient safety, mother-baby room, and adult intensive care unit). Correct answers ensure progress, while post-briefing assessment using the PEARLS method supports reflection and learning. Unlike traditional teaching, this innovative method emphasizes teamwork, active participation, and experiential learning to increase self-efficacy and satisfaction with patient safety practices.
Sponsors
Fenerbahce University
Study design
Allocation
NA
Intervention model
SINGLE_GROUP
Primary purpose
OTHER
Masking
NONE
Intervention model description
This study used a quasi-experimental, single-group pretest-posttest design. All participants received an escape room-based patient safety training, structured in three phases: prebriefing, simulation, and debriefing. Outcome measures were collected before and after the training.
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* Being 18 years of age or older * Being a fourth-year nursing student at the Faculty of Nursing * Completion of all data collection forms in full * Volunteering to participate in the study
Exclusion criteria
* Staying in the escape room for more than 6 minutes in each room * Not providing informed consent
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Patient Safety Self-Efficacy | From baseline (pre-test, immediately before the escape room intervention) to post-test (immediately after the debriefing session, same day). | Primary Outcome Measure: Change in nursing students' patient safety self-efficacy scores from pre-test to post-test, measured by the Patient Safety Self-Efficacy Questionnaire (range: 0-75; higher scores indicate higher self-efficacy |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Satisfaction with Training Methods Scale | Immediately after completion of the escape room intervention (same day) | Secondary Outcome Measure: Nursing students' satisfaction with the escape room training method, measured post-test by the Satisfaction with Training Methods Scale (range: 16-80; higher scores indicate higher satisfaction). |
Countries
Turkey (Türkiye)
Outcome results
None listed