Digital Escape Room Game for Hypovolemic Shock Management: A Mixed-Methods Study in Nursing Education
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 60
- 试验地点
- 2
- 主要终点
- Hypovolemic Shock Information Form to Measure Knowledge Level Regarding Nursing Care in Hypovolemic Shock
研究概览
简要总结
Background: Digital escape room games have emerged as innovative pedagogical tools in nursing education, providing immersive and engaging learning experiences. Although their use has expanded to various topics, little is known about their impact in teaching the management of life-threatening emergencies such as hypovolemic shock.
Aim: To evaluate the effects of a digital escape room game on nursing students' knowledge, satisfaction, and perceptions of hypovolemic shock management.
Methods: An explanatory sequential mixed-methods design was employed. In the quantitative phase, a randomized controlled trial was conducted with 55 third-year nursing students assigned to an intervention group (digital escape room) or a control group (traditional lecture). Knowledge levels were assessed at three time points, and the GAMEX scale measured game experiences. In the qualitative phase, focus group interviews were conducted with 12 students from the intervention group to explore experiences in greater depth. Quantitative data were analyzed using repeated-measures ANOVA, and qualitative data were analyzed thematically.
Results: Quantitative findings revealed no statistically significant differences in knowledge scores between the groups over time. However, students in the intervention group reported high levels of enjoyment, motivation, and creative thinking. Qualitative results indicated that the digital escape room reinforced theoretical knowledge, promoted reflection on knowledge gaps, and enhanced critical thinking, problem-solving, and clinical decision-making. Students also emphasized that the game simulated the pressure of real clinical environments, enabling them to practice rapid responses in a safe, engaging context.
Conclusion: Although no significant improvements in knowledge scores were detected, the digital escape room offered substantial educational benefits by strengthening motivation, engagement, and higher-level competencies. It may serve as an innovative complementary strategy to traditional teaching in nursing education.
详细描述
Study Rationale Traditional lecture-based methods may be limited in preparing nursing students for the complex and time-sensitive decision-making required in managing hypovolemic shock. Digital escape room games provide an immersive, interactive environment where learners collaborate to solve problems under time pressure, simulating aspects of real clinical practice. This innovative format has been applied in various areas of health education, but its impact on teaching emergency management skills such as hypovolemic shock remains underexplored. The present study was designed to evaluate the effectiveness of a digital escape room game in enhancing knowledge, motivation, and higher-order cognitive competencies in nursing students.
Study Design An explanatory sequential mixed-methods design was implemented, combining a randomized controlled trial with a qualitative follow-up phase. The quantitative component compared a digital escape room intervention with a traditional lecture, while the qualitative component explored students' perceptions and experiences in greater depth. This design was selected to capture both measurable outcomes and the underlying mechanisms by which the intervention influenced learning.
Participants Participants were third-year undergraduate nursing students enrolled in a medical-surgical nursing course. A total of 55 students consented to participate and were randomly assigned to either the intervention group (digital escape room) or the control group (lecture). A subsample of 12 students from the intervention arm participated in focus group interviews to provide qualitative insights.
Intervention Model
Experimental Group: Students participated in a digital escape room game specifically developed to teach hypovolemic shock management. The game required students to collaboratively identify clues, apply theoretical knowledge, and make time-pressured decisions to "escape" by stabilizing the patient scenario.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 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 in the 3rd year of the nursing undergraduate program,
- •Having signed the voluntary consent form.
排除标准
- •Having any health problems that would prevent the continuation of the study, • Requesting to withdraw from the study voluntarily.
研究组 & 干预措施
Intervention Group
They were given theoretical training using the traditional method and played a digital escape room game.
干预措施: Play digital escape room game (Other)
Control group
No intervention was made other than theoretical training using the traditional method.
结局指标
主要结局
Hypovolemic Shock Information Form to Measure Knowledge Level Regarding Nursing Care in Hypovolemic Shock
时间窗: On the same day before theoretical training and intervention, 1 day after the intervention and 4 weeks later
Knowledge of nursing care in hypovolemic shock will be measured using the "Hypovolemic Shock Information Form." A 20-question true-false test was administered to assess students' theoretical knowledge of hypovolemic shock. The minimum possible score on the form is 0, and the maximum is 20. A high score indicates success. To ensure content validity, the form was reviewed by seven field experts and administered as both a pretest and posttest.
GAMEX scale to measure nursing students' satisfaction
时间窗: on the same day as after the intervention
Students' experiences with the digital escape room were evaluated using the 27-item, 5-point Likert-type GAMEX scale (Eppman et al., 2018). The instrument comprises six subscales: enjoyment, absorption, creative thinking, involvement, absence of negative effects, and dominance. The Turkish adaptation was validated and found reliable by Arıkan Dönmez et al. (2024). Scale scores range from 27 to 135, with higher scores indicating a more positive gaming experience. Cronbach's alpha was 0.93 for the total scale, and subscale alphas ranged from 0.67 to 0.929.
次要结局
未报告次要终点
研究者
BETUL SAHIN KILINC
Lecturer
Baskent University