Example of Escape Room in Nursing Student Education

Kocaeli University

Status: Completed

Conditions: Education, Nursing

Treatments: Other: Escape Room

Study type: Interventional

Funder types: Other

Identifiers

NCT05830526

112345678

Details and patient eligibility

About

Game-based learning is gaining increasing attention to meet the evolving needs of today's nursing students and the demand for 21st century skills in modern healthcare. After the COVID-19 pandemic, the need for innovative learning methods has increased in the process of transferring the theoretical knowledge of nursing students into practice. It can improve learning outcomes while enhancing learning experiences by encouraging participation and motivation. Different teaching methods are used during the teaching of the course they take to nursing students. Game-based learning, which is one of them, is used to increase the motivation of students and to contribute to the acquisition and evaluation of knowledge and skills. Escape room is one of the methods used in this area.

The integration of innovative strategies into teaching and learning in higher education, such as escape room games as a learning method, has been reported to increase the acquisition of key professional competences, including communication, teamwork, and critical thinking. Within the scope of the innovative learning method, it is aimed that nursing students correctly evaluate the preoperative steps of the Enhanced Recovery After Surgery protocol in the escape room so that they can use the theoretical knowledge they have received in this study in practice.

Full description

Data Collection Tools Pretest-Posttest: The content of the test, which was prepared by a specialist in the field of surgical nursing, consisted of 10 multiple-choice questions belonging to the preoperative steps of the Enhanced Recovery After Surgery protocol. Students completed the test before entering the escape room and immediately after leaving the room. The maximum score from the test was 100.

After leaving the escape room, the students were questioned about their satisfaction with the game training.Theoretical information including Enhanced Recovery After Surgery (ERAS) protocol was given to the students 1 day before the application. The next day, 56 students, who agreed to participate in the study, were divided into groups of 5, and they had to fill out a 10-question test, which includes the stages of the ERAS Protocol preoperative period, within the scope of the pre-test.

A simulation room for students has been set up as an escape room. The room was likened to a patient room in a clinic. Before entering the escape room, students were read the demographic and medical information of a patient who will undergo gynecological surgery in the information room next to the simulated patient room. Later, in the briefing about the escape room theme, it was announced that they would have 10 minutes to complete six missions using the clues given to them. Students who could not leave the room within 10 minutes were considered unsuccessful.

Enrollment: 56 patients

Sex: All

Ages: 19 to 24 years old

Volunteers: Accepts Healthy Volunteers

Inclusion criteria

• Having received Enhanced Recovery After Surgery protocol training
• Being a 3rd Year Nursing Student
• Voluntary participation in the study

Exclusion criteria

• Those who did not receive Enhanced Recovery After Surgery protocol training
• Non 3rd Year Nursing Student
• unwilling to participate in the study

Trial design

Primary purpose: Other

Allocation: N/A

Interventional model: Single Group Assignment

Masking: None (Open label)

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56 participants in 1 patient group

Escape Room

Other group

Description:

All of the participants were trained in the escape room.

Treatment:

Other: Escape Room