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.
Tutkimuksen yleiskatsaus
Tila
Interventio / Hoito
Yksityiskohtainen kuvaus
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).
Opintotyyppi
Ilmoittautuminen (Todellinen)
Vaihe
- Ei sovellettavissa
Yhteystiedot ja paikat
Opiskelupaikat
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-
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Aydin, Turkki (Türkiye)
- Aydın Adnan Menderes University
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Osallistumiskriteerit
Kelpoisuusvaatimukset
Opintokelpoiset iät
- Aikuinen
Hyväksyy terveitä vapaaehtoisia
Kuvaus
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
Opintosuunnitelma
Miten tutkimus on suunniteltu?
Suunnittelun yksityiskohdat
- Ensisijainen käyttötarkoitus: Muut
- Jako: Satunnaistettu
- Inventiomalli: Rinnakkaistehtävä
- Naamiointi: Ei mitään (avoin tarra)
Aseet ja interventiot
Osallistujaryhmä / Arm |
Interventio / Hoito |
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Kokeellinen: 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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Active Comparator: 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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Mitä tutkimuksessa mitataan?
Ensisijaiset tulostoimenpiteet
Tulosmittaus |
Toimenpiteen kuvaus |
Aikaikkuna |
|---|---|---|
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Change in Pressure Ulcer Knowledge Level
Aikaikkuna: 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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Toissijaiset tulostoimenpiteet
Tulosmittaus |
Toimenpiteen kuvaus |
Aikaikkuna |
|---|---|---|
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Gameful Experience Level [assessed using the Gameful Experience Scale (GAMEX)]
Aikaikkuna: 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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Yhteistyökumppanit ja tutkijat
Sponsori
Opintojen ennätyspäivät
Opi tärkeimmät päivämäärät
Opiskelun aloitus (Todellinen)
Ensisijainen valmistuminen (Todellinen)
Opintojen valmistuminen (Todellinen)
Opintoihin ilmoittautumispäivät
Ensimmäinen lähetetty
Ensimmäinen toimitettu, joka täytti QC-kriteerit
Ensimmäinen Lähetetty (Todellinen)
Tutkimustietojen päivitykset
Viimeisin päivitys julkaistu (Todellinen)
Viimeisin lähetetty päivitys, joka täytti QC-kriteerit
Viimeksi vahvistettu
Lisää tietoa
Tähän tutkimukseen liittyvät termit
Avainsanat
Muita asiaankuuluvia MeSH-ehtoja
Muut tutkimustunnusnumerot
- 2121-Pressure Ulcer
Yksittäisten osallistujien tietojen suunnitelma (IPD)
Aiotko jakaa yksittäisten osallistujien tietoja (IPD)?
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