The Effect of the Escape Room Game on Students' Academic Self-Efficacy and Critical Thinking: An Oncology Nursing Course Example
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 42
- 试验地点
- 2
- 主要终点
- Academic Self-Efficacy Scale
研究概览
简要总结
This research will be conducted to evaluate the effect of the escape room game activity applied to nursing students taking oncology nursing courses on their academic self-efficacy and critical thinking motivation.
详细描述
Considering the characteristics of cancer patients and the complexity of care, it is essential to include a separate oncology nursing course in the education curriculum to increase the qualifications of nursing students. During undergraduate nursing education, clinical practices for care in oncological diseases are limited. New approaches are needed that will contribute to increasing the effectiveness of the educational processes of nursing students. Escape room game-based educational approaches, which have begun to be used in nursing education in recent years, are presented as an example of this situation. Escape games are defined as a type of student-centered activity designed to improve students' learning and skills in professional development programs. The main purpose of using escape games in nursing education is to create practice environments where students will gain clinical decision-making competence in order to provide safe and qualified patient care services. This research was designed to determine the effect of the escape room game applied to students taking oncology nursing courses on their academic self-efficacy and critical thinking 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 40 Years（Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Being enrolled in the Oncology Nursing course and volunteering to participate in the study
排除标准
- •Not completing the game during the escape room game and/or filling in the scales and forms incompletely
研究组 & 干预措施
escape room game
The participant list will be uploaded to a program and teams of 6-8 people will be formed with random names. The participant list will be uploaded to a program and teams of 6-8 people will be formed with random names. Each team will play the escape game.
Participants will be informed about the game. He/she will be asked to solve puzzles within the framework of an oncology patient scenario. There will be a debriefing session at the end of the escape game.
Participants will be informed with a scenario containing the story of an oncology patient, and puzzles-riddles related to the case will be given within the game. They will get a letter when they solve each riddle and complete the game by solving the password.
干预措施: escape room game (Behavioral)
结局指标
主要结局
Academic Self-Efficacy Scale
时间窗: First assessment; after the pre-briefing, immediately before the game. Second assessment; immediately after the debriefing, approximately 15 minute after the game.
The scale consists of 4 sub-dimensions and 14 items. An increase in the score obtained indicates that the student's academic self-efficacy also increases.
次要结局
- Critical Thinking Motivation Scale(First assessment; after the pre-briefing, immediately before the game. Second assessment; immediately after the debriefing, approximately 15 minute after the game .)
- Game-X Scale(Immediately after the debriefing, approximately 15 minute after the game.)
研究者
Tuğçe Türten Kaymaz
asisstant professor
Ankara Yildirim Beyazıt University