Using an Escape Room Game in Teaching the Critical Care Nursing Course

NCT05999305 | Completed DMC

• 1 other identifier: N202307017
• Study Type: interventional
• Target: 72
• Locations: 1 country
• Sites: 1

Brief Summary

Critical thinking is one of the most desired outcomes of nursing education worldwide. The impact of game-based learning, including the use of an escape room game, on the development of critical thinking ability in nursing students remains uncertain. The main purpose of this study is going to evaluate an escape room game as a learning method in Critical Care Nursing course in improving senior nursing students' critical thinking dispositions and skills. In addition to the main purpose, this study also aims to investigate the effects of incorporating an escape room game into a Critical Care Nursing course in improving senior nursing students' knowledge about critical care nursing, learning motivation, and satisfaction with the learning method. This is a two-arm parallel randomized controlled trial conducted on senior nursing students at Tra Vinh University in Vietnam. Two teaching methods in the Critical Care Nursing course will be applied.

Conditions

Critical Thinking

Keywords

thinking; escape; nursing; student

Outcome Measures

Primary Outcomes (2)

• The critical thinking skills of nursing students

  The Critical Thinking Self-Assessment Scale (CTSAS) will be used to assess the critical thinking skills of nursing students. This 46-item scale is scored on a six-point Likert scale of 0 to 6, with 0 corresponding to "never" and 6 to "always." The total scores range from 0 to 276, with a higher score indicating a higher level in critical thinking skills.

  The measurement will be repeated in three time points including the pre-test, immediately after the completion of the teaching course, and one month after the completion of the teaching course

• The critical thinking disposition of nursing students

  The Critical Thinking Disposition Scale (CTDS) will measure the critical thinking disposition of nursing students. The CTDS has 11 items with five-point Likert-type responses (1 = strongly disagree; 5 = strongly agree). The total scores range 11-55 for the scale, with 7-35 for the critical openness scale (the first seven items) and 4-20 for reflective skepticism (the last four items). The higher score indicates a better disposition of critical thinking.

  The measurement will be repeated in three time points including the pre-test, immediately after the completion of the teaching course, and one month after the completion of the teaching course

Secondary Outcomes (4)

• The knowledge about Critical Care Nursing of nursing students

  The measurement will be repeated in three time points including the pre-test, immediately after the completion of the teaching course, and one month after the completion of the teaching course

• Student's learning motivation

  The measurement will be repeated in three time points including the pre-test, immediately after the completion of the teaching course, and one month after the completion of the teaching course

• Students' satisfaction with the course.

  The measurement will be conducted immediately after the completion of the teaching course.

• The Escape Room Perception of nursing students

  The measurement will be conducted immediately after the completion of the teaching course.

Study Arms (2)

The intervention group

EXPERIMENTAL

The conventional class and an escape room game will be implemented for the intervention.

Other: Teaching the critical care nursing course with an Escape Room game

The comparison group

ACTIVE COMPARATOR

The conventional class and a case-based learning will be implemented for the comparison

Other: Teaching the critical care nursing course with a case-based learning

Interventions

Teaching the critical care nursing course with an Escape Room game OTHER

A teacher will begin with a 1.5-hour lecture, followed by an escape room game to reinforce learning through case studies for another 1.5 hours. The first section of the game will be a ten-minute pre-brief. The game will then begin promptly at a designated time and will be played in groups of six to seven students, with each group seated separately in a classroom. The game will last up to fifty minutes, during which all groups will be assisted to complete puzzles within the time limit. After the game, a fifteen-minute debriefing session will be held by the teacher, during which the students will reflect on their performance and what they learned about the cases and related topics. The teacher will finally provide feedback and support to the groups during this session.

The intervention group

Teaching the critical care nursing course with a case-based learning OTHER

Students in the comparison group will also receive a 1.5 hour lecture which is the same as those in the intervention group. Another 1.5 hour is a case-based learning session, with six sessions in total over six weeks. The case-based learning sessions will include a pre-brief, teamwork, and debrief, and will be facilitated by the same teacher and teaching assistant and will primarily be provided with paper-based case studies.

The comparison group

Eligibility Criteria

• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• Nursing students who are in their senior year in the bachelor program and take Critical Care Nursing which is a required course.

You may not qualify if:

• None

Sponsors & Collaborators

• Taipei Medical University: lead

Study Sites (1)

Nursing Department of Tra Vinh University

Thành phố Trà Vinh, 87110, Vietnam

Location

Study Officials

• Yeu-Hui Chuang, Professor

  School of Nursing, College of Nursing of Taipei Medical University

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Model Details: Two teaching methods in the Critical Care Nursing course will be implemented including the conventional teaching combining an escape room game and the conventional class with case-based teaching.

Study Record Dates

• First Submitted: August 13, 2023
• First Posted: August 21, 2023
• Study Start: September 8, 2023
• Primary Completion: November 30, 2023
• Study Completion: November 30, 2023
• Last Updated: January 3, 2024

Record last verified: 2023-08

Data Sharing

• IPD Sharing: Will not share

Locations

VN (1)