The Effect of Escape Room-Based Bladder Catheterization Training on Nursing Students' Academic Achievement, Problem-Solving Skills, and Motivation: A Mixed-Methods Study
试验速览
- 阶段
- 不适用
- 状态
- 尚未招募
- 发起方
- 入组人数
- 100
- 主要终点
- Academic Achievement
研究概览
简要总结
This study aims to examine the effect of escape room-based training on nursing students' academic achievement, problem-solving skills, collaborative learning, and motivation levels in bladder catheterization education. A mixed-methods design will be used. Participants will be randomly assigned to either an experimental group receiving game-based escape room training or a control group receiving traditional instruction. Pre-test and post-test assessments will be conducted using validated measurement tools. The study also includes qualitative data to explore students' experiences and perceptions regarding the educational method used. This research seeks to contribute to innovative educational practices in nursing skills training.
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
- Triple (Participant, Investigator, Outcomes Assessor)
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
- •Nursing students enrolled in a clinical skills course
- •Voluntarily agree to participate
- •No prior formal catheterization training
排除标准
- •Students who miss training sessions
- •Students with previous experience in escape room-based learning
结局指标
主要结局
Academic Achievement
时间窗: At Baseline, immediately after the intervention
Academic achievement will be measured using a researcher-developed theoretical and practical knowledge test on bladder catheterization. The test includes multiple-choice and skill-based items aligned with clinical guidelines. Higher scores indicate greater knowledge and procedural competence.
Problem-Solving Ability
时间窗: At Baseline, immediately after the intervention
Problem-solving skills will be assessed using the Problem Solving Inventory (Heppner \& Petersen). This validated scale measures students' perceptions of their problem-solving ability. Higher scores indicate lower perceived problem-solving ability (reverse scoring will be considered in interpretation).
Motivation Level
时间窗: At Baseline, immediately after the intervention
Students' motivation will be measured using the Motivation Scale for Game-Based Learning Strategies, originally developed by Manzano-León et al. (2021) and adapted into Turkish by Küçükibiş and Eskiler (2022). The scale evaluates students' motivation across various dimensions related to game-based learning environments using Likert-type items. A higher total score indicates a higher level of motivation toward learning through gamification.
次要结局
未报告次要终点
研究者
Tugce Kabak Solak
TKSOLAK
Agri Ibrahim Cecen University