The Effect of Escape Room Method in Nursing Process Teaching
Trial statusRecruiting
Trial phaseNot applicable
Trial typeInterventional
Biological sexAll
Age18+
SponsorBezmialem Vakif University
About this trial
This study will be conducted to determine the effectiveness of education provided through the educational escape room method in nursing process teaching and to examine its effects on 4th-year nursing students' self-efficacy, teamwork, and anxiety.
Eligibility criteria
This trial accepts healthy volunteersQualifiers
None
Disqualifiers
None
Trial design
Design model
Parallel
Treatments tested in this trial
Excape room game
Other interventionApplication of Research:The escape room game scenario prepared by the researchers was designed according to the steps of the Nursing Process. The game consists of five stages, each conducted at different stations, and each stage includes various clues and activities. The stages were organized to cover the steps of the Nursing Process: "Assessment, Nursing Diagnosis, Planning, Implementation, and Evaluation." Before starting the game, the students who will participate will be informed about the expected objectives, the game rules, and the duration. In addition, it will be stated that each group must select a group leader. The students will be given a total of 60 minutes to answer the questions in each stage, assemble puzzle pieces, unlock locked boxes, follow the clues, and find the exit key in order to leave the room. The students will be expected to complete the tasks at the stations prepared in accordance with the Nursing Process stages and to exit the room within the allotted time.
Treatment groups
70 Participants
are divided into 2 treatment groupsGroup A: Participant GroupExperimental treatment 1 intervention
Group B: Control groupNo intervention 0 interventions
Trial outcomes
Primary outcomes
1
Nursing Process Knowledge Test
The form developed by the researcher in line with the literature regarding the stages of the Nursing Process consists of a total of 25 questions. Each correct answer is worth 4 points, with a maximum possible score of 100. The students' scores, whether low or high, will indicate their level of knowledge on the subject.
Time frame
3 weeks before the intervention (before the theoretical nursing training) 2 weeks before the intervention (after the theoretical nursing process training) Directly after the intervention2
Skill in Applying the Nursing Care Plan
To evaluate the quality and effectiveness of nursing process records, the "Quality Measurement Tool for Nursing Diagnoses, Interventions, and Outcomes" will be used. The scale consists of four sub-dimensions (Nursing Diagnoses as Process, Nursing Diagnoses as Outcomes, Nursing Interventions, and Nursing-Sensitive Patient Outcomes) and a total of 29 items. Higher scores on the scale indicate an increase in the quality of the nursing care plan.
Time frame
1 week before the intervention (the first Nursing Process case study given after the theoretical nursing training) 2 weeks after the intervention (the second Nursing Process case study given after the intervention)3
Self-Efficacy
To determine nursing students' self-efficacy perceptions regarding clinical performance, the "Self-Efficacy Scale in Clinical Performance" will be used. The scale consists of a total of 37 items. It is a Likert-type scale with four sub-dimensions: data collection, diagnosis, implementation, and evaluation. The minimum possible mean item score is 0, and the maximum possible mean item score is 100. A higher score indicates a higher level of self-efficacy in clinical performance, while a lower score indicates a lower level of self-efficacy in clinical performance.
Time frame
3 weeks before the intervention 2 weeks after the intervention4
Team Collaboration
To determine individuals' attitudes toward collaboration and their tendency to collaborate, the "Collaboration Scale" will be used. The scale consists of 11 items. It is a Likert-type scale with three sub-dimensions: emotions, behaviors, and beliefs. The minimum possible total score is 11 and the maximum is 55. Higher total scores on the scale indicate a higher tendency for collaboration.
Time frame
3 weeks before the intervention Directly after the interventionSponsors and contacts
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Source ClinicalTrials.gov