The Effect of Escape Room Method in Nursing Process Teaching

NCT07143643 | Recruiting DMC

• 1 other identifier: YKİYAK
• Study Type: interventional
• Target: 70
• Locations: 1 country
• Sites: 1

Brief Summary

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.

Conditions

Nursing Education; ESCAPE ROOM; Nursing Students

Keywords

Escape Room Method; Self-Efficacy; Team Collaboration; Nursing process; Anxiety

Outcome Measures

Primary Outcomes (5)

• 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.

  3 weeks before the intervention (before the theoretical nursing training) 2 weeks before the intervention (after the theoretical nursing process training) Directly after the intervention

• 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.

  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)

• 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.

  3 weeks before the intervention 2 weeks after the intervention

• 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.

  3 weeks before the intervention Directly after the intervention

• Anxiety

  To determine individuals' anxiety levels, the State-Trait Anxiety Inventory (STAI) will be used. The scale consists of a total of 40 items and is a four-point Likert-type instrument composed of two subscales: the State Anxiety Inventory (first 20 items) and the Trait Anxiety Inventory (last 20 items). The State Anxiety subscale measures how an individual feels at a particular time and under specific conditions, whereas the Trait Anxiety subscale assesses how an individual generally feels regardless of the situation and conditions. A score between 0-19 indicates no anxiety, 20-39 indicates mild anxiety, 40-59 indicates moderate anxiety, and 60-79 indicates severe anxiety.

  3 weeks before the intervention (Trait Anxiety Inventory) Directly before the intervention (State Anxiety Inventory) Directly after the intervention (State Anxiety Inventory)

Study Arms (2)

Participant Group

EXPERIMENTAL

Experimental: Escape room simulation group- Within the scope of the theoretical training on the nursing process, a two-week education will be provided. Afterwards, the students in this group will be divided into five groups of seven students each and will participate in an escape room game based on a case prepared regarding the nursing process.

Other: Excape room game

Control group

NO INTERVENTION

Control group: Within the scope of the theoretical training on the nursing process, a two-week education will be provided. Afterwards, using the traditional teaching method, five groups of seven students each will examine the same case scenario applied to the experimental group within the framework of the nursing process for 60 minutes. The groups will work independently of each other in the same classroom environment and, together with the researcher, will analyze the case within the framework of the nursing process for 60 minutes using traditional teaching methods such as question-and-answer and discussion.

Interventions

Excape room game OTHER

Application 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.

Participant Group

Eligibility Criteria

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

You may qualify if:

• Actively attending face-to-face education during the dates when the study will be conducted

You may not qualify if:

• Previous training with or familiarity with the educational escape room method

Sponsors & Collaborators

• Bezmialem Vakif University: lead

Study Sites (1)

Bezmialem Vakif University

Istanbul, Turkey (Türkiye)

RECRUITING

Related Publications (10)

• Chang YY, Chao LF, Xiao X, Chien NH. Effects of a simulation-based nursing process educational program: A mixed-methods study. Nurse Educ Pract. 2021 Oct;56:103188. doi: 10.1016/j.nepr.2021.103188. Epub 2021 Sep 3.

  PMID: 34544010 RESULT

• Ordu Y, Caliskan N. The effects of virtual gaming simulation on nursing students' diagnosis, goal setting, and diagnosis prioritization: A randomized controlled trial. Nurse Educ Pract. 2023 Mar;68:103593. doi: 10.1016/j.nepr.2023.103593. Epub 2023 Mar 2.

  PMID: 36871387 RESULT

• Chen D, Liu F, Zhu C, Tai C, Zhang Y, Wang X. The effect of an escape room game on college nursing students' learning attitude and game flow experiences in teaching safe medication care for the elderly: an intervention educational study. BMC Med Educ. 2023 Dec 12;23(1):945. doi: 10.1186/s12909-023-04961-3.

  PMID: 38087301 RESULT

• Molina-Torres G, Sandoval-Hernandez I, Ropero-Padilla C, Rodriguez-Arrastia M, Martinez-Cal J, Gonzalez-Sanchez M. Escape Room vs. Traditional Assessment in Physiotherapy Students' Anxiety, Stress and Gaming Experience: A Comparative Study. Int J Environ Res Public Health. 2021 Dec 3;18(23):12778. doi: 10.3390/ijerph182312778.

  PMID: 34886502 RESULT

• Rushdan EE, Mohamed MAE, Abdelhalim GE, El-Ashry AM, Ali HFM. Effect of an escape room as a gamification evaluation tool on clinical reasoning and teamwork skills among nursing students: A quasi-experimental study. Nurse Educ Pract. 2025 Jan;82:104188. doi: 10.1016/j.nepr.2024.104188. Epub 2024 Nov 14.

  PMID: 39566365 RESULT

• Quek LH, Tan AJQ, Sim MJJ, Ignacio J, Harder N, Lamb A, Chua WL, Lau ST, Liaw SY. Educational escape rooms for healthcare students: A systematic review. Nurse Educ Today. 2024 Jan;132:106004. doi: 10.1016/j.nedt.2023.106004. Epub 2023 Oct 24.

  PMID: 37924674 RESULT

• Gonzalez-de la Torre H, Hernandez-De Luis MN, Mies-Padilla S, Camacho-Bejarano R, Verdu-Soriano J, Rodriguez-Suarez CA. Effectiveness of "Escape Room" Educational Technology in Nurses' Education: A Systematic Review. Nurs Rep. 2024 May 13;14(2):1193-1211. doi: 10.3390/nursrep14020091.

  PMID: 38804424 RESULT

• Kalu F, Wolsey C, Enghiad P. Undergraduate nursing students' perceptions of active learning strategies: A focus group study. Nurse Educ Today. 2023 Dec;131:105986. doi: 10.1016/j.nedt.2023.105986. Epub 2023 Oct 17.

  PMID: 37857101 RESULT

• Rajabpoor, M., Zarifnejad, G. H., Mohsenizadeh, S. M., Mazloum, S. R., Pourghaznein, T., Mashmoul, A. & Mohammad, A. (2018). Barriers to the implementation of nursing process from the viewpoint of faculty members, nursing managers, nurses, and nursing students. Journal of Holistic Nursing and Midwifery, 28(2), 137-142.

  RESULT

• Rajabpoor M, Zarifnejad GH, Mohsenizadeh SM, Mazloum SR, Pourghaznein T, Mashmoul A, Mohammad A. Barriers to the implementation of nursing process from the viewpoint of faculty members, nursing managers, nurses, and nursing students. J Holist Nurs Midwifery. 2018;28(2):137-42.

  RESULT

MeSH Terms

Conditions

Anxiety Disorders

Condition Hierarchy (Ancestors)

Mental Disorders

Study Officials

• Aylin ÖZAKGÜL

  Istanbul University - Cerrahpasa

  STUDY DIRECTOR

Central Study Contacts

Yasemin KIYAK YORULMAZ

CONTACT

+90 536 480 54 89; ykiyak@bezmialem.edu.tr

Aylin ÖZAKGÜL

CONTACT

aylin.ozakgul@iuc.edu.tr

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Principal Investigator Phd candidate of nursing

Model Details: Randomized Controlled Trial

Study Record Dates

• First Submitted: August 20, 2025
• First Posted: August 27, 2025
• Study Start: October 19, 2025
• Primary Completion: December 1, 2025
• Study Completion: February 1, 2026
• Last Updated: December 2, 2025

Record last verified: 2025-08

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)