This randomized, controlled, parallel-group, interventional study aims to evaluate the effects of Crossword-Based Learning for Parenteral Drug Administration on the knowledge level, self-efficacy perception, and learning motivation of Nursing Department students. It is considered original because it examines the effects of crossword-based learning on cognitive and psychosocial outcomes in parenteral drug administration, a skill with a high risk of error in the clinical field. The study will be conducted with 80 (40 Experimental, 40 Control) nursing students selected through a power analysis. Participants will be assigned to groups by random assignment, and the study will be conducted in accordance with the triple-blind principle (participant, data collector, statistician). The experimental group will receive Crossword Activities in four different phases (Initial, Theoretical, Laboratory, and Post-Clinical Practice) in addition to the standard educational content. The control group will only complete the standard education. The primary outcomes of the study are; At the end of the 4th stage, the Parenteral Drug Administration Knowledge Test will be evaluated based on the Safe Parenteral Drug Administration Self-Efficacy Scale (SES-SES) and the Higher Education Learning Motivation Scale (SLS-SES) scores.

Parenteral medication administration is among the fundamental clinical skills of the undergraduate nursing curriculum and is crucial for safe medication management. According to the 2022 National Core Education Program for Nursing (HUÇEP), parenteral medication administration is defined as a mandatory professional competency that nursing students must acquire before graduation (Competency Code: D3). Accordingly, nursing students must integrate their theoretical knowledge of anatomy and pharmacology with technical knowledge and apply it to practice using appropriate methods and techniques in the clinical field. Medication administration is a nursing practice with a high rate of errors in healthcare and can lead to serious clinical consequences that can directly threaten patient safety. Furthermore, this global context also brings with it significant financial losses. According to a report published as part of the World Health Organization (WHO) initiative, "Global Patient Safety Challenge: Medication Without Harm," medication errors account for an annual economic burden of approximately $42 billion. This report does not include specific numerical data on parenteral medication administration; however, it emphasizes that parenteral medication administration carries a higher risk than other routes of administration. Therefore, to minimize the rate of errors resulting from medication errors in general and parenteral medication administration in particular, it is crucial that students possess a strong theoretical foundation, sound psychomotor skills, and a certain level of self-efficacy in their practice. Nursing students' self-efficacy regarding their knowledge and practices regarding medications and medication administration is one of the indicators that nursing education programs have achieved their goals regarding medication administration. In this regard, with the integration of current teaching approaches into nursing education in recent years, game-based learning strategies that make the learning process more active, fun, participatory, and motivating have begun to come to the fore. Among these strategies, crossword puzzles, in particular, are defined as an effective tool for associating complex concepts, learning terminology, increasing knowledge retention, and ensuring student participation. In a randomized controlled study, it was reported that hook and word search puzzles had a statistically significant difference in nursing students' knowledge levels of parenteral drug administration. In another study conducted with nursing students, it was reported that students who used puzzles understood the subject better, felt more competent, and enjoyed the learning process more. Similarly, in the literature, studies conducted with various health sciences students as well as nursing students show that the use of puzzles as an instructional material increases student motivation and interest in the course, makes learning enjoyable, and strengthens retention. However, a review of the literature reveals that studies conducted with the puzzle-based learning approach largely examine the effects on students' knowledge levels. However, two psychosocial factors that are at least as important as knowledge for success in nursing education and clinical practice are self-efficacy perception and motivation to learn. These two concepts support students' intrinsic motivation, increasing their active participation in the learning process, their sense of curiosity, and their willingness to exert effort. A review of the literature reveals no studies evaluating the impact of crossword-based learning activities on parenteral medication administration on nursing students' knowledge, self-efficacy perceptions, and learning motivation. The originality of this study stems from its assessment of not only cognitive gains but also students' psychosocial learning components. Therefore, this study, which is anticipated to contribute to the theoretical and clinical education processes related to parenteral medication administration in nursing, particularly to the nursing literature, aims to evaluate the impact of crossword-based learning activities on nursing students' knowledge, self-efficacy perceptions, and learning motivation.

Inclusion Criteria:

Being enrolled as a 2nd-year student in the Nursing Department of the Faculty of Health Sciences at Kütahya Health Sciences University.

• Being registered for the "Fundamental Principles and Practices in Nursing" course.

Exclusion Criteria:

• Not completing the pre-test or post-test data collection forms.

  • Being on medical or academic leave during the study period.
  • Having previously received structured training related to parenteral medication administration within the past 6 months.
  • Participating in another educational intervention study at the same time.

This study will employ a triple-blind method to minimize bias. In the first-level blinding, participants will not know which group (intervention or control) they have been assigned to; data collection times and debriefing procedures will be conducted equally in both groups. In the second-level blinding, data collection and research personnel will be blinded to the groups and will not have access to the randomization list. In the third-level blinding, the analyst performing the statistical analyses will see the dataset only coded as "Group A" and "Group B" and will not know which group corresponds to the intervention or control group until the analysis is completed. The randomization codes will be stored in a locked digital file and will not be accessible by any researcher until the analysis is complete. This will ensure blindness at the participant, practitioner, and analyst levels, strengthening the internal validity of the study and minimizing potential sources of bias.