Comparison of the Escape Room and Storytelling Methods in Learning the Stress Response

NCT05865509 | Completed

• 1 other identifier: 20221312
• Study Type: interventional
• Target: 35
• Locations: 1 country
• Sites: 1

Brief Summary

The goal of this randomised controlled study is to evaluate the effects of storytelling and escape room methods on the level of learning about stress response of nursing students and students' opinions about these methods. The main questions it aims to answer are:

• Is there a difference between the pretest-posttest scores of the students who received training on stress response with the escape room method?
• Is there a difference between the pretest-posttest scores of the students who were trained on the stress response with the storytelling method?
• Is the difference between the knowledge levels of the students who received stress response training with the escape room and storytelling methods statistically significant? The students, who received training on stressors, stress response and the long-term effects of stress through lecture, were divided into two groups four weeks after this training and were retrained on the same subject with escape room and storytelling methods. Before and after the Escape room and storytelling practices, the students' knowledge of the stress response was evaluated. After both applications, focus group discussions were held with the students and their opinions and feedbacks on the applications were evaluated.

Conditions

Stress Response

Keywords

Escape room; Storytelling; Nursing; Game-based learning

Outcome Measures

Primary Outcomes (2)

• Knowledge levels of students about stress response before the application.

  The knowledge level of the students about the stress response was evaluated by means of a form developed by the researchers after reviewing the literature. Students' Knowledge Assessing Form about the Stress Response, consisting of ten questions. The questions in the Students' Knowledge Assessing Form about the Stress Response were evaluated by a total of nine experts according to the Davis technique in terms of comprehensibility and content validity, and the content validity was found to be 1 (\>0.80). Results from the Students' Knowledge Assessing Form about the Stress Response were evaluated based on the number of correct answers.

  On intervention day, just before application

• Knowledge levels of students about stress response after the application

  After the application, the knowledge levels of the students about stress response re-evaluated with the "Students' Knowledge Assessing Form about the Stress Response". After the application, the knowledge levels of the students about stress response re-evaluated with the "Students' Knowledge Assessing Form about the Stress Response". The difference between the knowledge levels of the students in the Escape room and Storytelling groups before and after the application was statistically evaluated using Mann Whitney U and Wilcoxon tests.

  On intervention day, immediately after application

Study Arms (2)

Escape room

EXPERIMENTAL

This group received training on stress response using the escape room method.

Other: Escape room

Storytelling

EXPERIMENTAL

This group received training on stress response using the storytelling method.

Other: Storytelling

Interventions

Escape room OTHER

Students were given training on stress response using the escape room method.

Escape room

Storytelling OTHER

Students were given training on stress response using the storytelling method.

Storytelling

Eligibility Criteria

• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• Nursing students taking internal medicine course

You may not qualify if:

• N/A

Sponsors & Collaborators

• Ankara Medipol University: lead
• Atılım University: collaborator

Study Sites (1)

Nilgün Doğu

Ankara, Turkey (Türkiye)

Location

MeSH Terms

Conditions

Fractures, Stress

Condition Hierarchy (Ancestors)

Fractures, Bone; Wounds and Injuries

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Asst. Prof.

Study Record Dates

• First Submitted: April 6, 2023
• First Posted: May 19, 2023
• Study Start: December 13, 2022
• Primary Completion: December 13, 2022
• Study Completion: December 13, 2022
• Last Updated: May 19, 2023

Record last verified: 2023-05

Locations

TU (1)