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Today, nursing education is not only about the transfer of theoretical information, but also includes the acquisition of multidimensional skills such as clinical decision making, critical thinking and teamwork. In this context, educational escape room games stand out as an effective teaching strategy, especially in basic life support (BLS) applications that require emergency management (Adams, Burger, Crawford & Setter, 2018; Gómez-Urquiza et al., 2019).
Escape room games are team-based, interactive and gamified learning environments in which participants solve puzzles by cooperating within a certain scenario in a limited time and try to achieve the specified goal (Nicholson, 2015; Wiemker, Elumir & Clare, 2015; Clarke et al., 2017). In the teaching of emergency interventions such as cpr, which require time management, quick decision making and coordinated teamwork, this game structure enables students to develop both knowledge and skills (Tassemeyer, Glover & Steve
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| escape room group | Experimental | In this study, the game will be applied to the students in the game group by giving basic life support application training with escape room training method. Before the game process, the game scenario will be explained in detail to the students in the game group. With randomization, students assigned to the escape room group will carry out the activity using a game prepared with a scenario designed by researchers and evaluated by experts in the field. During the activity, researchers will observe and assess the data using a skill form. The completion times for the activity will be recorded. The pre-test knowledge test, the post-test knowledge test, and the knowledge test taken one month later will be compared. |
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| control group | Placebo Comparator | Students in the control group will be evaluated by practicing with a CPR simulator. With randomization, students assigned to the placebo (control) group in this group will perform the procedure using the standard BASIC LIFE SUPPORT (ADULT) SIMULATOR MANIKIN by the researchers. During the procedure, the researchers will observe and evaluate the data using a skills form. The pre-test knowledge test, the post-test knowledge test, and the knowledge test taken one month later will be compared. |
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| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Experimental escape room group | Other | With randomization, students assigned to the escape room group will carry out the activity using a game prepared with a scenario designed by researchers and evaluated by experts in the field. During the activity, researchers will observe and assess the data using a skill form. The completion times for the activity will be recorded. The pre-test knowledge test, the post-test knowledge test, and the knowledge test taken one month later will be compared. |
| Measure | Description | Time Frame |
|---|---|---|
| Measurement of Adult Basic Life Support Application Knowledge | 0-50 points is bad, 50-80 points is average, 80-100 points is good. | This evaluation will be conducted before the application, immediately after the application, and again one week later. |
| Measure | Description | Time Frame |
|---|---|---|
| Measurement of Self-Efficacy of Basic Resuscitation Skills | as the score increases, it shows that his skill is good | The Self-Efficacy Measurement for Basic Resuscitation Skills will be administered on the day of the training and again 1 month after the training. |
| Measure | Description | Time Frame |
|---|---|---|
| Measurement of Basic Resuscitation Skills Self-Efficacy | The score definition here is that the student assigns themselves a score between 0 and 100; each question relates to their self-efficacy regarding the subject. As the score increases, the student considers themselves sufficiently competent in the subject. | This evaluation form will be administered on the day of the intervention and will also be repeated one month after the intervention. |
Inclusion Criteria:
Criteria for inclusion in the sample;
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| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Eastern Mediterranean University Cyprus | Mersin | +90 | Turkey (Türkiye) |
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| Label | URL |
|---|---|
| Related Info | View source |
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Data collection will begin after ethics committee and institutional permission. All students who accept the study will be randomly assigned to the game and control groups using Random Allocation Software (Random Alloc, Ver. 2.0.0) and the data collection process will be completed. In this study, the game will be applied to the students in the game group by providing escape room training method and basic life support application training. Before the game process, the game scenario will be explained in detail to the students in the intervention groups. The students in the control group will be evaluated by practicing with a CPR simulator. All forms will be applied to the students in both groups.
Unlike the control group, the students in the intervention groups will be asked to fill out the "Game Evaluation Form". All students will receive the same theoretical training, but the effect of the training model on their knowledge and skills will be evaluated by using different training method
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Data collection will begin after ethics committee and institutional permission. All students who accept the study will be randomly assigned to the game and control groups using Random Allocation Software (Random Alloc, Ver. 2.0.0) and the data collection process will be completed. In this study, the game will be applied to the students in the game group by providing escape room training method and basic life support application training. Before the game process, the game scenario will be explained in detail to the students in the intervention groups. The students in the control group will be evaluated by practicing with a CPR simulator. All forms will be applied to the students in both groups.
Unlike the control group, the students in the intervention groups will be asked to fill out the "Game Evaluation Form". All students will receive the same theoretical training, but the effect of the training model on their knowledge and skills will be evaluated by using different training method
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| plasebo control group | Other | With randomization, students assigned to the placebo (control) group in this group will perform the procedure using the standard BASIC LIFE SUPPORT (ADULT) SIMULATOR MANIKIN by the researchers. During the procedure, the researchers will observe and evaluate the data using a skills form. The pre-test knowledge test, the post-test knowledge test, and the knowledge test taken one month later will be compared. |
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