Cardio Pulmonary Resuscitation, Education, Escape Room, Nursing Students, Nursing Students Education on Cardio Pulmonary Resuscitation
Conditions
Keywords
escape room, nursing students education, cardio pulmonary resuscitation, basic life support
Brief summary
Today, nursing education is not only about the transfer of theoretical information, but also includes the acquisition of multidimensional skills such as clinical decision making, critical thinking and teamwork. In this context, educational escape room games stand out as an effective teaching strategy, especially in basic life support (BLS) applications that require emergency management (Adams, Burger, Crawford & Setter, 2018; Gómez-Urquiza et al., 2019). Escape room games are team-based, interactive and gamified learning environments in which participants solve puzzles by cooperating within a certain scenario in a limited time and try to achieve the specified goal (Nicholson, 2015; Wiemker, Elumir & Clare, 2015; Clarke et al., 2017). In the teaching of emergency interventions such as cpr, which require time management, quick decision making and coordinated teamwork, this game structure enables students to develop both knowledge and skills (Tassemeyer, Glover & Steve
Interventions
OTHERExperimental escape room group
With randomization, students assigned to the escape room group will carry out the activity using a game prepared with a scenario designed by researchers and evaluated by experts in the field. During the activity, researchers will observe and assess the data using a skill form. The completion times for the activity will be recorded. The pre-test knowledge test, the post-test knowledge test, and the knowledge test taken one month later will be compared.
OTHERplasebo control group
With randomization, students assigned to the placebo (control) group in this group will perform the procedure using the standard BASIC LIFE SUPPORT (ADULT) SIMULATOR MANIKIN by the researchers. During the procedure, the researchers will observe and evaluate the data using a skills form. The pre-test knowledge test, the post-test knowledge test, and the knowledge test taken one month later will be compared.
Sponsors
Eastern Mediterranean University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
DOUBLE (Subject, Caregiver)
Masking description
Data collection will begin after ethics committee and institutional permission. All students who accept the study will be randomly assigned to the game and control groups using Random Allocation Software (Random Alloc, Ver. 2.0.0) and the data collection process will be completed. In this study, the game will be applied to the students in the game group by providing escape room training method and basic life support application training. Before the game process, the game scenario will be explained in detail to the students in the intervention groups. The students in the control group will be evaluated by practicing with a CPR simulator. All forms will be applied to the students in both groups. Unlike the control group, the students in the intervention groups will be asked to fill out the "Game Evaluation Form". All students will receive the same theoretical training, but the effect of the training model on their knowledge and skills will be evaluated by using different training method
Intervention model description
Data collection will begin after ethics committee and institutional permission. All students who accept the study will be randomly assigned to the game and control groups using Random Allocation Software (Random Alloc, Ver. 2.0.0) and the data collection process will be completed. In this study, the game will be applied to the students in the game group by providing escape room training method and basic life support application training. Before the game process, the game scenario will be explained in detail to the students in the intervention groups. The students in the control group will be evaluated by practicing with a CPR simulator. All forms will be applied to the students in both groups. Unlike the control group, the students in the intervention groups will be asked to fill out the "Game Evaluation Form". All students will receive the same theoretical training, but the effect of the training model on their knowledge and skills will be evaluated by using different training method
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
Criteria for inclusion in the sample; * Being older than 18 years of age * Being a 4th grade student in the Department of Nursing Turkish
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Measurement of Adult Basic Life Support Application Knowledge | Baseline, immediately after the training, and 1 week after the training. | 0-50 points is bad, 50-80 points is average, 80-100 points is good. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Measurement of Self-Efficacy of Basic Resuscitation Skills | The Self-Efficacy Measurement for Basic Resuscitation Skills will be administered at baseline and again 1 month after the training. | as the score increases, it shows that his skill is good |
Countries
Turkey (Türkiye)
Outcome results
None listed