Innovative Teaching Method on the Patient Safety for Nursing Students: Escape Room
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 95
- 试验地点
- 1
- 主要终点
- Patient Safety Self-Efficacy
研究概览
简要总结
Ensuring patient safety is a cornerstone of nursing practice, and its foundation is established during nursing education. This study aims to empower senior nursing students to develop self-efficacy in patient safety practices through the "Escape Room" teaching method.
The study was conducted with senior nursing students from February to May 2024. Data were collected using the Student Information Form, Patient Safety Self-Efficacy Questionnaire, and Satisfaction with Training Methods Scale. The escape room was structured in three phases-prebriefing, simulation, and debriefing-following INACSL standards.
The average age of the participants was 23.5, and 43.5% had previously completed an elective course on patient safety. Analyses revealed that students spent the most time, averaging 2.59 minutes, in the room dedicated to information questions. The average self-efficacy score before the intervention was 61.26, which increased to 71.32 after the intervention, and participants reported a high level of satisfaction.
The study's findings indicate that patient safety-themed escape room training significantly enhances students' self-efficacy in patient safety, as well as their overall satisfaction and motivation.
研究设计
- 研究类型
- Interventional
- 分配方式
- Na
- 干预模型
- Single Group
- 主要目的
- Other
- 盲法
- None
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Being 18 years of age or older
- •Being a fourth-year nursing student at the Faculty of Nursing
- •Completion of all data collection forms in full
- •Volunteering to participate in the study
排除标准
- •Staying in the escape room for more than 6 minutes in each room
- •Not providing informed consent
研究组 & 干预措施
escape room training group
This group consisted of fourth-year nursing students who received a patient safety-themed escape room training intervention. The simulation was structured in three phases: prebriefing, escape room activity, and debriefing. During prebriefing, students were oriented to the simulation environment and informed about patient safety principles. The escape room simulation consisted of three rooms designed according to INACSL standards, including scenarios on medication safety, maternal-infant care, and intensive care. Each room contained a mix of knowledge-based and skill-based tasks. After the simulation, a structured debriefing session was conducted using the PEARLS method to promote reflective learning. The intervention aimed to improve students' self-efficacy in patient safety practices and their satisfaction with the training method.
干预措施: Escape Room-Based Teaching Method on Patient Safety (Other)
结局指标
主要结局
Patient Safety Self-Efficacy
时间窗: From baseline (pre-test, immediately before the escape room intervention) to post-test (immediately after the debriefing session, same day)."
Primary Outcome Measure: Change in nursing students' patient safety self-efficacy scores from pre-test to post-test, measured by the Patient Safety Self-Efficacy Questionnaire (range: 0-75; higher scores indicate higher self-efficacy
次要结局
- Satisfaction with Training Methods Scale(Immediately after completion of the escape room intervention (same day))
研究者
Demet SEMİZ
Lecturer
Fenerbahce University