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Escape Room in Pressure Ulcer Education

29. april 2026 opdateret af: Nihal Taskiran, Aydin Adnan Menderes University

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.

Studieoversigt

Status

Afsluttet

Betingelser

Intervention / Behandling

Detaljeret beskrivelse

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).

Undersøgelsestype

Interventionel

Tilmelding (Faktiske)

51

Fase

  • Ikke anvendelig

Kontakter og lokationer

Dette afsnit indeholder kontaktoplysninger for dem, der udfører undersøgelsen, og oplysninger om, hvor denne undersøgelse udføres.

Studiesteder

Deltagelseskriterier

Forskere leder efter personer, der passer til en bestemt beskrivelse, kaldet berettigelseskriterier. Nogle eksempler på disse kriterier er en persons generelle helbredstilstand eller tidligere behandlinger.

Berettigelseskriterier

Aldre berettiget til at studere

  • Voksen

Tager imod sunde frivillige

Ja

Beskrivelse

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

Studieplan

Dette afsnit indeholder detaljer om studieplanen, herunder hvordan undersøgelsen er designet, og hvad undersøgelsen måler.

Hvordan er undersøgelsen tilrettelagt?

Design detaljer

  • Primært formål: Andet
  • Tildeling: Randomiseret
  • Interventionel model: Parallel tildeling
  • Maskning: Ingen (Åben etiket)

Våben og indgreb

Deltagergruppe / Arm
Intervention / Behandling
Eksperimentel: 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.
Adfærdsmæssigt: Escape Room-Based Learning
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.
Adfærdsmæssigt: Theoretical Instruction
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.
Aktiv komparator: 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.
Adfærdsmæssigt: Theoretical Instruction
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.

Hvad måler undersøgelsen?

Primære resultatmål

Resultatmål
Foranstaltningsbeskrivelse
Tidsramme
Change in Pressure Ulcer Knowledge Level
Tidsramme: 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)
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.
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)

Sekundære resultatmål

Resultatmål
Foranstaltningsbeskrivelse
Tidsramme
Gameful Experience Level [assessed using the Gameful Experience Scale (GAMEX)]
Tidsramme: Day 33 (1-month follow-up, November 26, 2025, post-intervention assessment)

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)

Samarbejdspartnere og efterforskere

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Sponsor

Aydin Adnan Menderes University

Datoer for undersøgelser

Disse datoer sporer fremskridtene for indsendelser af undersøgelsesrekord og resumeresultater til ClinicalTrials.gov. Studieregistreringer og rapporterede resultater gennemgås af National Library of Medicine (NLM) for at sikre, at de opfylder specifikke kvalitetskontrolstandarder, før de offentliggøres på den offentlige hjemmeside.

Studer store datoer

Studiestart (Faktiske)

5. marts 2025

Primær færdiggørelse (Faktiske)

26. november 2025

Studieafslutning (Faktiske)

5. december 2025

Datoer for studieregistrering

Først indsendt

20. april 2026

Først indsendt, der opfyldte QC-kriterier

29. april 2026

Først opslået (Faktiske)

4. maj 2026

Opdateringer af undersøgelsesjournaler

Sidste opdatering sendt (Faktiske)

4. maj 2026

Sidste opdatering indsendt, der opfyldte kvalitetskontrolkriterier

29. april 2026

Sidst verificeret

1. april 2026

Mere information

Begreber relateret til denne undersøgelse

Nøgleord

Yderligere relevante MeSH-vilkår

Andre undersøgelses-id-numre

  • 2121-Pressure Ulcer

Plan for individuelle deltagerdata (IPD)

Planlægger du at dele individuelle deltagerdata (IPD)?

INGEN

Lægemiddel- og udstyrsoplysninger, undersøgelsesdokumenter

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Ingen

Studerer et amerikansk FDA-reguleret enhedsprodukt

Ingen

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