Nursing students in this group will receive bladder catheterization training using an escape room-based educational method. The intervention includes problem-solving tasks, scenario-based puzzles, and gamified steps that reinforce clinical knowledge and psychomotor skills related to catheterization procedures.

Nursing students in this group will receive traditional bladder catheterization training based on lecture-based theoretical instruction and standard simulation practice without gamified or interactive components.

This intervention involves an escape room-based educational strategy designed to teach bladder catheterization to nursing students. The method includes interactive puzzles, clinical problem-solving tasks, and scenario-based simulations. The training promotes engagement, teamwork, and application of theoretical knowledge in a gamified learning environment.

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 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).

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.