About this trial

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.

Eligibility criteria

This trial accepts healthy volunteers

Qualifiers

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.

Disqualifiers

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).

Trial design

Design model

Parallel

Treatments tested in this trial

Educational Escape Room on Elimination Care
Other intervention
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 learning into an active, high-engagement experience that requires immediate application of theoretical knowledge, critical thinking, and teamwork under a structured time limit, making it distinct from standard observational or practice-based laboratory sessions.

Treatment groups

60 Participants

are divided into 2 treatment groups

Group A: Educational Escape Room GroupExperimental treatment 1 intervention

Group B: Traditional Laboratory Training GroupNo intervention 0 interventions

Trial outcomes

Primary outcomes

1

Psychomotor Skill Scores on Elimination Procedures

This measure represents the students' proficiency in performing urinary catheterization, enema administration, and stoma care. Skills are assessed using "Elimination Procedure Skill Checklists" validated by expert opinion. Each step of the procedure is scored as "Completely Performed (2 points)", "Incompletely Performed (1 point)", or "Not Performed (0 points)". Higher total scores indicate a higher level of clinical psychomotor competence in performing the tasks.

Time frame

4 WEEK

2

Psychomotor skill performance levels of nursing students regarding elimination procedures (assessed via standardized skill checklists).

This measure represents the students' proficiency in performing urinary catheterization, enema administration, and stoma care. Skills are assessed using "Elimination Procedure Skill Checklists" validated by expert opinion. Each step of the procedure is scored as "Completely Performed (2 points)", "Incompletely Performed (1 point)", or "Not Performed (0 points)". Higher total scores indicate a higher level of clinical psychomotor competence in performing the tasks

Time frame

4 WEEK

Secondary outcomes

1

Knowledge Scores on Elimination Procedures

The level of theoretical knowledge regarding urinary and bowel care, measured using a multiple-choice "Elimination Procedures Knowledge Test" developed by the researchers. Higher scores indicate a better understanding of the theoretical concepts.

Time frame

4 WEEK

2

Learning Motivation Scores

Students' motivation levels towards the learning process, assessed using the "Instructional Materials Motivation Scale (IMMS)". The scale measures attention, relevance, confidence, and satisfaction.

Time frame

4 WEEK

Locations

This trial has no locations.

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

About this trial

Eligibility criteria

Qualifiers

Disqualifiers

Trial design

Treatments tested in this trial

Treatment groups

Trial outcomes

Primary outcomes

Secondary outcomes

Other outcomes

Locations

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