Escape Room in Pressure Ulcer Education
Effect of a Game-Based Escape Room Teaching Method on Intern Nursing Students' Knowledge Levels Regarding Pressure Ulcers: A Randomized Controlled Trial
This randomized controlled trial (RCT) with a pretest-posttest design aimed to determine the effect of a game-based escape room teaching method on intern nursing students' knowledge levels regarding pressure ulcers. The study was conducted at the Faculty of Nursing, Aydın Adnan Menderes University between March and December 2025. A total of 56 senior nursing students were randomly assigned to either the intervention group (n = 28) or the control group (n = 28).
The intervention group received both theoretical instruction and escape room-based learning activities, while the control group received only traditional lecture-based theoretical instruction. Data were collected using the Student Information Form, the Pressure Ulcer Knowledge Assessment Tool 2.0 (PUKAT 2.0-T), and the Gameful Experience Scale (GAMEX).
The primary outcome was the change in pressure ulcer knowledge levels measured using the Pressure Ulcer Knowledge Assessment Tool 2.0 (PUKAT 2.0-T) across three time points: baseline, immediately after theoretical instruction, and 1 month after the intervention.
Přehled studie
Postavení
Intervence / Léčba
Detailní popis
This study was designed as a randomized controlled trial (RCT) with repeated measures (pretest-posttest design). After completion of theoretical instruction on pressure ulcers, participants in the intervention group engaged in structured escape room activities, including crossword puzzles, word search tasks, matching exercises, and puzzle-based problem-solving activities. The control group received only traditional lecture-based instruction.
Data were collected at three time points: baseline, immediately after theoretical instruction, and one month after the intervention. Statistical analyses included descriptive statistics, chi-square tests, independent samples t-tests, and two-way repeated measures analysis of variance (ANOVA).
Typ studie
Zápis (Aktuální)
Fáze
- Nelze použít
Kontakty a umístění
Studijní místa
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Aydin, Turecko (Türkiye)
- Aydın Adnan Menderes University
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Kritéria účasti
Kritéria způsobilosti
Věk způsobilý ke studiu
- Dospělý
Přijímá zdravé dobrovolníky
Popis
Inclusion Criteria:
- Being a senior nursing student
- Enrolled in the Nursing Care Management course
- Aged between 18-45 years
- Attendance in theoretical and practical sessions
- Voluntary participation
Exclusion Criteria:
- Failure to participate in intervention procedures
- Absenteeism during the relevant course sessions
- Prior experience with escape room games
Studijní plán
Jak je studie koncipována?
Detaily designu
- Primární účel: Jiný
- Přidělení: Randomizované
- Intervenční model: Paralelní přiřazení
- Maskování: Žádné (otevřený štítek)
Zbraně a zásahy
Skupina účastníků / Arm |
Intervence / Léčba |
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Experimentální: Escape Room-Based Learning + Theoretical Instruction
Participants in this group received standard theoretical instruction on pressure ulcers, followed by a structured game-based escape room intervention.
The escape room intervention consisted of interactive learning activities, including crossword puzzles, word search tasks, matching exercises, and puzzle-based problem-solving activities.
Participants worked in small groups under facilitator supervision and completed sequential tasks designed to achieve learning objectives related to pressure ulcer prevention and management.
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A structured, game-based educational intervention designed to enhance engagement and reinforce knowledge of pressure ulcers.
The intervention consisted of multiple interactive learning activities, including crossword puzzles, word search tasks, matching exercises, and puzzle completion activities.
These activities were facilitated in a simulated clinical learning environment under instructor supervision.
The session was followed by a structured debriefing phase.
Participants in this group received standard lecture-based theoretical instruction on pressure ulcers delivered in a classroom setting.
The instruction included face-to-face teaching using presentation, explanation, discussion, and question-answer techniques.
No additional educational intervention or game-based learning activities were applied.
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Aktivní komparátor: Theoretical Instruction
Participants in this group received standard lecture-based theoretical instruction on pressure ulcers delivered in a classroom setting.
No additional educational intervention was provided.
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Participants in this group received standard lecture-based theoretical instruction on pressure ulcers delivered in a classroom setting.
The instruction included face-to-face teaching using presentation, explanation, discussion, and question-answer techniques.
No additional educational intervention or game-based learning activities were applied.
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Co je měření studie?
Primární výstupní opatření
Měření výsledku |
Popis opatření |
Časové okno |
|---|---|---|
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Change in Pressure Ulcer Knowledge Level
Časové okno: Day 0 (Baseline, October 24, 2025), Day 0 (Immediately post theoretical instruction, October 24, 2025), and Day 33 (1-month follow-up, November 26, 2025)
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Assessed using the Pressure Ulcer Knowledge Assessment Tool 2.0 (PUKAT 2.0-T).
The tool is a 25-item questionnaire with scores ranging from 0 to 25.
Higher scores indicate a higher level of knowledge regarding pressure ulcer prevention and management.
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Day 0 (Baseline, October 24, 2025), Day 0 (Immediately post theoretical instruction, October 24, 2025), and Day 33 (1-month follow-up, November 26, 2025)
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Sekundární výstupní opatření
Měření výsledku |
Popis opatření |
Časové okno |
|---|---|---|
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Gameful Experience Level [assessed using the Gameful Experience Scale (GAMEX)]
Časové okno: Day 33 (1-month follow-up, November 26, 2025, post-intervention assessment)
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The outcome was assessed using the Gameful Experience Scale (GAMEX) developed by Eppmann, Bekk, and Klein (2018). The original scale consists of 27 items covering six dimensions: enjoyment (6 items), absorption (6 items), creative thinking (4 items), activation (4 items), absence of negative affect (3 items), and dominance (4 items). The total score increases with a more positive gameful experience. The Turkish adaptation of the scale was performed by Hatipoğlu and Türker (2018), who conducted validity and reliability analyses. The adapted version consists of 42 items; however, items after item 38 are specific to the marketing field and were excluded in non-marketing studies, including the present study. The Turkish version demonstrated high internal consistency with a Cronbach's alpha coefficient of 0.931. Higher scores indicate a more positive gameful experience during the gamified learning intervention. |
Day 33 (1-month follow-up, November 26, 2025, post-intervention assessment)
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Spolupracovníci a vyšetřovatelé
Sponzor
Termíny studijních záznamů
Hlavní termíny studia
Začátek studia (Aktuální)
Primární dokončení (Aktuální)
Dokončení studie (Aktuální)
Termíny zápisu do studia
První předloženo
První předloženo, které splnilo kritéria kontroly kvality
První zveřejněno (Aktuální)
Aktualizace studijních záznamů
Poslední zveřejněná aktualizace (Aktuální)
Odeslaná poslední aktualizace, která splnila kritéria kontroly kvality
Naposledy ověřeno
Více informací
Termíny související s touto studií
Klíčová slova
Další relevantní podmínky MeSH
Další identifikační čísla studie
- 2121-Pressure Ulcer
Plán pro data jednotlivých účastníků (IPD)
Plánujete sdílet data jednotlivých účastníků (IPD)?
Informace o lécích a zařízeních, studijní dokumenty
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