The Effect of an ARCS Model-Based Escape Room Simulation on Nursing Students' Knowledge, Motivation, and Self-Efficacy Regarding Surgical Site Infections
试验速览
- 阶段
- 不适用
- 状态
- 尚未招募
- 发起方
- 入组人数
- 60
- 试验地点
- 1
- 主要终点
- CAE Prevention Knowledge Test (pre-test-post-test)
研究概览
简要总结
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?
详细描述
Supporting learning motivation is of great importance when implementing innovative learning approaches in nursing education. The ARCS model, which is among the models that help students become more active in the learning process by increasing their motivation, consists of four components: Attention, Relevance, Confidence, and Satisfaction. The Attention component involves determining how attention is managed and directed, and channeling it toward appropriate stimuli. The Relevance component focuses on how the learner's needs are met to foster a positive attitude. To increase interest in the learning process, connections can be made with prior experiences. The confidence component involves instilling belief in the learner's ability to succeed. The satisfaction component, meanwhile, concerns how the learner's success is supported through internal and external rewards. It increases students' learning motivation, enhances their self-efficacy, makes learning more enduring, and strengthens critical thinking skills. The literature indicates that while studies using the ARCS model in nursing education were limited in the past, they have been rapidly increasing in recent times.
Escape room simulations, which are among the innovative learning methods in nursing education, have been shown to enhance students' clinical decision-making, communication, teamwork, and problem-solving skills, and studies on this topic in the literature are rapidly increasing. It is believed that implementing the escape room simulation under the guidance of the ARCS model can support students' learning motivation and thereby enhance the quality of education. Surgical site infection (SSI) is defined as infections occurring at the incision site, organ, or cavity following a surgical procedure. SSI prolongs the patient's hospital stay and delays the recovery process. In addition to these, it leads to complications and increases the mortality rate. It also results in increased costs for the hospital. Nursing education plays a significant role in preventing SSI and accelerating the recovery process by ensuring continuity of care. No study has been found in the literature examining the application of an escape room simulation based on the ARCS model on nursing students. Accordingly, it is anticipated that escape room simulations based on the ARCS model will enhance nursing students' knowledge regarding surgical site infections, as well as their learning motivation and self-efficacy levels.
Materials and Methods The research was planned as a randomized controlled trial.
Hypotheses:
H1: An escape room simulation based on the ARCS model increases nursing students' knowledge levels regarding surgical site infections.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Supportive Care
- 盲法
- Single (Participant)
入排标准
- 年龄范围
- 18 Years 至 30 Years（Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Being a nursing undergraduate student
- •Voluntarily agreeing to participate in the study
排除标准
- •Being a graduate of any health sciences program
- •Having prior experience with an escape room simulation
研究组 & 干预措施
Experimental
All students who agree to participate in the study will be administered the "Demographic Information Form," the "CAE Prevention Knowledge Test (pre-test)," the "Teaching Material Motivation Scale (pre-test)," and the "Nursing Students' Academic Self-Efficacy Scale (pre-test)." Students in the experimental group will receive instruction on CAE prevention from 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 ac
干预措施: Escape Room Simulation (Other)
Control
All students who agree to participate in the study will be administered the "Demographic Information Form," the "CAE Prevention Knowledge Test (pre-test)," the "Teaching Material Motivation Scale (pre-test)," and the "Nursing Students' Academic Self-Efficacy Scale (pre-test)." All students in the control group will receive instruction on the CAE prevention topic using traditional teaching methods provided by the researcher.
After the training is completed and at the end of the first month, all students will be administered the "CAE Prevention Knowledge Test (post-test)," "Teaching Material Motivation Scale (post-test)," and "Nursing Students' Academic Self-Efficacy Scale (post-test)."
结局指标
主要结局
CAE Prevention Knowledge Test (pre-test-post-test)
时间窗: Day 1 (pre-education), Day 1 (post-education) and Day 30 (post-education)
A questionnaire developed by the researcher based on the literature will be used to assess nurses' knowledge regarding the prevention of surgical site infections. The form was reviewed by 7 experts and finalized.
Teaching Materials Motivation Scale
时间窗: Day 1 (pre-education), Day 1 (post-education) and Day 30 (post-education)
This scale is structured based on the ARCS motivation model developed by Keller (2009) and adapted into Turkish by Dinçer and Doğanay (2016). The scale consists of a total of 33 items and four subscales (Attention, Level of Interest, Confidence, and Satisfaction). The scale's Cronbach's alpha values are reported as 0.96 overall, 0.89 for attention, 0.81 for interest level, 0.90 for confidence, and 0.92 for satisfaction. The scale is assessed using a 5-point Likert-type scale, and the total score range is 33-165; higher scores are interpreted as indicating higher motivation. The lower and upper score ranges are classified as very low (33-37) and very high (161-165), respectively.
Academic Nurse Self-Efficacy Scale (ANSEs)
时间窗: Day 1 (pre-education), Day 1 (post-education) and Day 30 (post-education)
developed by Bulfone et al. (2019) to assess the academic self-efficacy of nursing students at the undergraduate level, and for which Aktay and Çiçek Korkmaz (2023) conducted a validity and reliability study in Turkish, the scale consists of 14 items and four subscales. The scale includes internal emotion regulation (items 1, 2, 3), self-control behavior (items 4, 5, 6, 7), external emotion regulation (items 8, 9, 10, 11), and sociability (items 12, 13, 14). The items on this scale are scored on a 1-5 scale, and the question "How much do you trust yourself?" is scored using a 5-point Likert scale (1 = I do not trust myself at all, 5 = I trust myself very much). As the scores on the scale increase, nursing students' academic self-efficacy also increases. The scale does not contain any reverse-scored items. The Cronbach's alpha value of the original scale is 0.84, and in this study, it is 0.82.
Demographic Information Form
时间窗: Day 1 (pre-education), Day 1 (post-education) and Day 30 (post-education)
this form was prepared by the researchers. The form consists of 4 questions regarding the students' demographic characteristics (age, gender, frequency of computer use, frequency of smartphone use) (age in years; frequency of computer and smartphone use in hours).
次要结局
未报告次要终点
研究者
Tuba Yılmazer
Ankara Yildirim Beyazıt University
Ankara Yildirim Beyazıt University