This clinical trial aims to find out if playing an "educational escape room" game helps nursing students better learn how to manage patient elimination (urinary and bowel care). The study looks at how this game affects students' knowledge, hands-on skills, their desire to learn (motivation), and how happy they are with the training (satisfaction).

The main questions the researchers want to answer are:

Does the escape room game help students understand the rules and steps of elimination care better than traditional lessons?

Does this method improve students' practical skills in tasks like inserting catheters, giving enemas, and performing stoma care?

How does the game affect students' motivation to learn and their overall satisfaction with the nursing program?

Researchers will compare students who use the educational escape room with students who learn through traditional methods to see if the game makes a real difference in their performance.

Participants in this study will:

Learn the theory behind bowel and bladder care (such as enemas and catheterization).

Work in small groups to solve puzzles and find clues inside a themed room to complete patient care tasks.

Take knowledge tests and practical "skill exams" after the training.

Fill out surveys about how motivated they felt and how much they enjoyed the learning experience.

Inclusion Criteria:

• Being a second-year student enrolled in the Nursing Department.
• Taking the Nursing Fundamentals course for the first time.
• Not having previously received practical training or experience in an "Educational Escape Room."
• Volunteering to participate in the study and providing written informed consent.
• Being available to attend all training sessions (both theoretical and practical) during the study period.

Exclusion Criteria:

• Students who are repeating the Nursing Fundamentals course.
• Students who have transferred from another nursing program and have already completed elimination care training.
• Students with physical disabilities or health conditions that prevent them from participating in the physical activities of the escape room.
• Students who have professional experience as a nurse or health technician (e.g., those who graduated from vocational health high schools and worked in the field).
• Students who do not complete the initial theoretical training or miss the pre-test assessments.

The individual participant data (IPD) collected during this study will not be shared with third parties or other researchers. This decision is made to protect the privacy and anonymity of the nursing students who participated in the research. The data will only be used for the purposes of this doctoral thesis and related academic publications in an aggregated format, ensuring that no individual student can be identified.

In this study, the primary researcher is responsible for all stages of the data collection process, including the implementation of the escape room and traditional training. To maintain scientific objectivity and prevent bias in the results, masking is applied only during the data analysis phase. The statistician or individual performing the data analysis will process the results without knowing which data belongs to the intervention group and which belongs to the control group (single-blind analysis).