Escape Room Simulation

This study will evaluate the effects of an escape room-based learning activity in an undergraduate neurological rehabilitation course for physiotherapy and rehabilitation students. Third-year students enrolled in the Neurological Rehabilitation course will participate in a team-based educational escape room consisting of six stations. The stations will require students to apply knowledge and clinical reasoning skills related to neurological conditions, sensory assessment, the ASIA Impairment Scale, walking aids, neurological evaluation methods, and rehabilitation decision-making. The study will assess academic achievement, escape room performance, student satisfaction, and student experiences. Academic outcomes may be compared with course results from the previous academic year. Escape room performance measures will include completion time, completed stations, solved puzzles, hints received, errors made, and rubric-based performance scores. Students will also complete a satisfaction questionnaire, and a subgroup of volunteer students will participate in individual interviews. Participation will be voluntary and will not affect course grades. The activity may involve temporary video recording solely for same-day debriefing; recordings will not be used as research data and will be permanently deleted immediately after debriefing. No medical intervention or biological sample collection will be performed.

The study is designed as a randomized controlled trial with an experimental and control group, using a pre-test, post-test, and follow-up test design. All students who agreed to participate in the study will complete the "Demographic Information Form," the "Knowledge Test on the Prevention of Surgical Site Infections (pre-test)," the "Teaching Material Motivation Scale (pre-test)," and the "Nursing Students' Academic Self-Efficacy Scale (pre-test)." Students will be assigned to the experimental and control groups using simple randomization based on their scores on the Surgical Site Infections Prevention Knowledge Test. Students in the experimental group will be briefed on the topic of Surgical Site Infections (CAE) prevention by the researcher. Following the training, an escape room simulation designed according to the ARSC Motivation Model will be conducted. Each escape room simulation will be conducted with 6 students and will consist of a pre-briefing session, the escape room simulation activity, and a debriefing session. During the pre-briefing session, the simulation objectives, the purpose of the scenario, the roles within the scenario, and the game rules will be explained, and the escape room and the standard patient will be briefly introduced to the students in the meeting room. Following this, the students will carry out the scenario and game activities (KAHOOT, Board Game, Card Game, Word Cloud, Crossword Puzzle) in the simulation laboratory, which has been set up as an escape room, accompanied by a standard patient. The researcher will serve as a facilitator during the escape room simulation. If the expected steps are not performed correctly or the game activity is not successfully completed during the session, the team has the right to request a hint from the facilitator. Immediately after the escape room simulation is completed, a debriefing session will be held. The debriefing session, lasting approximately 20-30 minutes per team, will take place in the meeting room located directly across from the escape room. During the debriefing session, students will be encouraged to express their feelings and thoughts, and the researcher will provide feedback. All students in the control group will receive instruction on the topic of Surgical Site Infection prevention using the traditional teaching method by the researcher. After the training is completed and 1. month, all students will be administered the "Surgical Site Infection Prevention Knowledge Test (post-test)," the "Teaching Material Motivation Scale (post-test)," and the "Nursing Students' Academic Self-Efficacy Scale (post-test)." Research Questions Does an ARCS-model-based escape room simulation increase nursing students' knowledge levels regarding surgical site infections? Does an ARCS-model-based escape room simulation increase nursing students' learning motivation regarding surgical site infections? Does an ARCS-model-based escape room simulation increase nursing students' self-efficacy regarding surgical site infections?