This study aims to examine the effect of escape room-based training on nursing students' academic achievement, problem-solving skills, collaborative learning, and motivation levels in bladder catheterization education. A mixed-methods design will be used. Participants will be randomly assigned to either an experimental group receiving game-based escape room training or a control group receiving traditional instruction. Pre-test and post-test assessments will be conducted using validated measurement tools. The study also includes qualitative data to explore students' experiences and perceptions regarding the educational method used. This research seeks to contribute to innovative educational practices in nursing skills training.
Nursing students enrolled in a clinical skills course
Voluntarily agree to participate
No prior formal catheterization training
Students who miss training sessions
Students with previous experience in escape room-based learning
Parallel
Escape Room-Based Bladder Catheterization Training
BehavioralThis intervention involves an escape room-based educational strategy designed to teach bladder catheterization to nursing students. The method includes interactive puzzles, clinical problem-solving tasks, and scenario-based simulations. The training promotes engagement, teamwork, and application of theoretical knowledge in a gamified learning environment.
Traditional Bladder Catheterization Training
BehavioralThis intervention includes standard bladder catheterization training based on traditional teaching methods. The students will receive theoretical instruction through lectures and demonstration-based simulation without interactive or gamified components.
Academic Achievement
Academic achievement will be measured using a researcher-developed theoretical and practical knowledge test on bladder catheterization. The test includes multiple-choice and skill-based items aligned with clinical guidelines. Higher scores indicate greater knowledge and procedural competence.
Problem-Solving Ability
Problem-solving skills will be assessed using the Problem Solving Inventory (Heppner \& Petersen). This validated scale measures students' perceptions of their problem-solving ability. Higher scores indicate lower perceived problem-solving ability (reverse scoring will be considered in interpretation).
Motivation Level
Students' motivation will be measured using the Motivation Scale for Game-Based Learning Strategies, originally developed by Manzano-León et al. (2021) and adapted into Turkish by Küçükibiş and Eskiler (2022). The scale evaluates students' motivation across various dimensions related to game-based learning environments using Likert-type items. A higher total score indicates a higher level of motivation toward learning through gamification.
Click on the lead sponsor to view all of their trials.
This trial is not recruiting at the moment. You can still explore other options:
