The Effect of Escape Room-Based Elimination Training on Student Outcomes

Official title

The Effect of Escape Room Games Used in Elimination Care Training on Nursing Students' Levels of Knowledge, Skills, Motivation, and Satisfaction

Overview

This clinical trial aims to find out if playing an "educational escape room" game helps nursing students better learn how to manage patient elimination (urinary and bowel care). The study looks at how this game affects students' knowledge, hands-on skills, their desire to learn (motivation), and how happy they are with the training (satisfaction). The main questions the researchers want to answer are: Does the escape room game help students understand the rules and steps of elimination care better than traditional lessons? Does this method improve students' practical skills in tasks like inserting catheters, giving enemas, and performing stoma care? How does the game affect students' motivation to learn and their overall satisfaction with the nursing program? Researchers will compare students who use the educational escape room with students who learn through traditional methods to see if the game makes a real difference in their performance. Participants in this study will: Learn the theory behind bowel and bladder care (such as enemas and catheterization). Work in small groups to solve puzzles and find clues inside a themed room to complete patient care tasks. Take knowledge tests and practical "skill exams" after the training. Fill out surveys about how motivated they felt and how much they enjoyed the learning experience.

Interventions

• Other Educational Escape Room on Elimination Care
  This intervention utilizes a gamified, time-bound, and scenario-based "Educational Escape Room" specifically designed for nursing education on elimination procedures. Unlike traditional laboratory demonstrations, students are placed in a simulated clinical environment where they must solve sequential cognitive puzzles and correctly perform psychomotor skills-such as urinary catheterization and enema administration-to "unlock" the next step and escape the room. This method transforms passive lear

Primary outcome measures

• Psychomotor Skill Scores on Elimination Procedures [Time frame: 4 WEEK]
• Psychomotor skill performance levels of nursing students regarding elimination procedures (assessed via standardized skill checklists). [Time frame: 4 WEEK]

Secondary outcome measures (2)

• Knowledge Scores on Elimination Procedures [Time frame: 4 WEEK]
• Learning Motivation Scores [Time frame: 4 WEEK]

Eligibility criteria

Inclusion criteria

• Being a second-year student enrolled in the Nursing Department.
• Taking the Nursing Fundamentals course for the first time.
• Not having previously received practical training or experience in an "Educational Escape Room."
• Volunteering to participate in the study and providing written informed consent.
• Being available to attend all training sessions (both theoretical and practical) during the study period.

Exclusion criteria

• Students who are repeating the Nursing Fundamentals course.
• Students who have transferred from another nursing program and have already completed elimination care training.
• Students with physical disabilities or health conditions that prevent them from participating in the physical activities of the escape room.
• Students who have professional experience as a nurse or health technician (e.g., those who graduated from vocational health high schools and worked in the field).
• Students who do not complete the initial theoretical training or miss the pre-test assessments.

Criteria are shown verbatim from the registry (in English). Final eligibility is always assessed by the study center.

Healthy volunteers: Yes

Study design

Allocation

Randomized

Model

Parallel assignment

Masking

Single blind

Primary purpose

Other

Study locations

Center list to be confirmed — check the primary protocol.

Publications

• Akpolat, R., Terzioğlu, F., Yüksel, A., & Özdemir, T. (2025). The Effect of Escape Room Teaching Method on Nursing Students' Knowledge and Motivation in the Evaluation of Enhanced Recovery After Surgery Protocol: Cross-Sectional and Interventional Research. Turkiye Klinikleri Journal of Nursing Sciences, 17(3), 677-684.
• Akatsu H, Shiima Y, Gomi H, Hegab AE, Kobayashi G, Naka T, Ogino M. Teaching "medical interview and physical examination" from the very beginning of medical school and using "escape rooms" during the final assessment: achievements and educational impact in Japan. BMC Med Educ. 2022 Jan 28;22(1):67. doi: 10.1186/s12909-022-03130-2. PMID 35090459

Identifiers

NCT: NCT07560228 · ATA_NURSE_DY_01

Primary sources (government registries)

• ClinicalTrials.gov (US NIH)

View this study on ClinicalTrials.gov ↗