Student Education
Conditions
Keywords
NURSING, ESCAPE ROOM, EDUCATION
Brief summary
This clinical trial aims to find out if playing an "educational escape room" game helps nursing students better learn how to manage patient elimination (urinary and bowel care). The study looks at how this game affects students' knowledge, hands-on skills, their desire to learn (motivation), and how happy they are with the training (satisfaction). The main questions the researchers want to answer are: Does the escape room game help students understand the rules and steps of elimination care better than traditional lessons? Does this method improve students' practical skills in tasks like inserting catheters, giving enemas, and performing stoma care? How does the game affect students' motivation to learn and their overall satisfaction with the nursing program? Researchers will compare students who use the educational escape room with students who learn through traditional methods to see if the game makes a real difference in their performance. Participants in this study will: Learn the theory behind bowel and bladder care (such as enemas and catheterization). Work in small groups to solve puzzles and find clues inside a themed room to complete patient care tasks. Take knowledge tests and practical "skill exams" after the training. Fill out surveys about how motivated they felt and how much they enjoyed the learning experience.
Interventions
OTHEREducational Escape Room on Elimination Care
This intervention utilizes a gamified, time-bound, and scenario-based "Educational Escape Room" specifically designed for nursing education on elimination procedures. Unlike traditional laboratory demonstrations, students are placed in a simulated clinical environment where they must solve sequential cognitive puzzles and correctly perform psychomotor skills-such as urinary catheterization and enema administration-to "unlock" the next step and escape the room. This method transforms passive learning into an active, high-engagement experience that requires immediate application of theoretical knowledge, critical thinking, and teamwork under a structured time limit, making it distinct from standard observational or practice-based laboratory sessions.
Sponsors
Ataturk University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
SINGLE (Investigator)
Masking description
In this study, the primary researcher is responsible for all stages of the data collection process, including the implementation of the escape room and traditional training. To maintain scientific objectivity and prevent bias in the results, masking is applied only during the data analysis phase. The statistician or individual performing the data analysis will process the results without knowing which data belongs to the intervention group and which belongs to the control group (single-blind analysis).
Intervention model description
This randomized controlled clinical trial aims to evaluate the impact of an "educational escape room" game on nursing students' knowledge, practical skills, motivation, and satisfaction regarding patient elimination care (urinary and bowel procedures). While the control group receives traditional laboratory training, the intervention group participates in a gamified learning environment where they must solve clinical puzzles and complete tasks like catheterization and enemas within a set time limit. By using pre- and post-tests, skill checklists, and motivation scales, the study scientifically compares this active learning method against traditional approaches to determine its effectiveness in enhancing professional competence and student engagement in nursing education.
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* Being a second-year student enrolled in the Nursing Department. * Taking the Nursing Fundamentals course for the first time. * Not having previously received practical training or experience in an "Educational Escape Room." * Volunteering to participate in the study and providing written informed consent. * Being available to attend all training sessions (both theoretical and practical) during the study period.
Exclusion criteria
* Students who are repeating the Nursing Fundamentals course. * Students who have transferred from another nursing program and have already completed elimination care training. * Students with physical disabilities or health conditions that prevent them from participating in the physical activities of the escape room. * Students who have professional experience as a nurse or health technician (e.g., those who graduated from vocational health high schools and worked in the field). * Students who do not complete the initial theoretical training or miss the pre-test assessments.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Psychomotor Skill Scores on Elimination Procedures | 4 WEEK | This measure represents the students' proficiency in performing urinary catheterization, enema administration, and stoma care. Skills are assessed using "Elimination Procedure Skill Checklists" validated by expert opinion. Each step of the procedure is scored as "Completely Performed (2 points)", "Incompletely Performed (1 point)", or "Not Performed (0 points)". Higher total scores indicate a higher level of clinical psychomotor competence in performing the tasks. |
| Psychomotor skill performance levels of nursing students regarding elimination procedures (assessed via standardized skill checklists). | 4 WEEK | This measure represents the students' proficiency in performing urinary catheterization, enema administration, and stoma care. Skills are assessed using "Elimination Procedure Skill Checklists" validated by expert opinion. Each step of the procedure is scored as "Completely Performed (2 points)", "Incompletely Performed (1 point)", or "Not Performed (0 points)". Higher total scores indicate a higher level of clinical psychomotor competence in performing the tasks |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Knowledge Scores on Elimination Procedures | 4 WEEK | The level of theoretical knowledge regarding urinary and bowel care, measured using a multiple-choice "Elimination Procedures Knowledge Test" developed by the researchers. Higher scores indicate a better understanding of the theoretical concepts. |
| Learning Motivation Scores | 4 WEEK | Students' motivation levels towards the learning process, assessed using the "Instructional Materials Motivation Scale (IMMS)". The scale measures attention, relevance, confidence, and satisfaction. |
Contacts
CONTACTHANIM DURU YÜCE BAŞARAN, PHD CANDIDATE
Outcome results
None listed