Example of Escape Room in Nursing Student Education
Condition: Education, Nursing
Study type: Interventional

Summary: 
      Game-based learning is gaining increasing attention to meet the evolving needs of today's
      nursing students and the demand for 21st century skills in modern healthcare. After the
      COVID-19 pandemic, the need for innovative learning methods has increased in the process of
      transferring the theoretical knowledge of nursing students into practice. It can improve
      learning outcomes while enhancing learning experiences by encouraging participation and
      motivation. Different teaching methods are used during the teaching of the course they take
      to nursing students. Game-based learning, which is one of them, is used to increase the
      motivation of students and to contribute to the acquisition and evaluation of knowledge and
      skills. Escape room is one of the methods used in this area.

      The integration of innovative strategies into teaching and learning in higher education, such
      as escape room games as a learning method, has been reported to increase the acquisition of
      key professional competences, including communication, teamwork, and critical thinking.
      Within the scope of the innovative learning method, it is aimed that nursing students
      correctly evaluate the preoperative steps of the Enhanced Recovery After Surgery protocol in
      the escape room so that they can use the theoretical knowledge they have received in this
      study in practice.
    

Detailed description: 
      Data Collection Tools Pretest-Posttest: The content of the test, which was prepared by a
      specialist in the field of surgical nursing, consisted of 10 multiple-choice questions
      belonging to the preoperative steps of the Enhanced Recovery After Surgery protocol. Students
      completed the test before entering the escape room and immediately after leaving the room.
      The maximum score from the test was 100.

      After leaving the escape room, the students were questioned about their satisfaction with the
      game training.Theoretical information including Enhanced Recovery After Surgery (ERAS)
      protocol was given to the students 1 day before the application. The next day, 56 students,
      who agreed to participate in the study, were divided into groups of 5, and they had to fill
      out a 10-question test, which includes the stages of the ERAS Protocol preoperative period,
      within the scope of the pre-test.

      A simulation room for students has been set up as an escape room. The room was likened to a
      patient room in a clinic. Before entering the escape room, students were read the demographic
      and medical information of a patient who will undergo gynecological surgery in the
      information room next to the simulated patient room. Later, in the briefing about the escape
      room theme, it was announced that they would have 10 minutes to complete six missions using
      the clues given to them. Students who could not leave the room within 10 minutes were
      considered unsuccessful.
    

Intervention name(s): Escape Room
Intervention type(s): Other
Intervention description(s): The next day, 56 students, who agreed to participate in the study, were divided into groups of 5, and they had to fill out a 10-question test, which includes the stages of the ERAS Protocol preoperative period, within the scope of the pre-test. A simulation room for students has been set up as an escape room. At the briefing on the theme of the escape room, it was explained that they would have 10 minutes to complete six missions using the clues given to them.
The 6 stations created in the room were numerically numbered from 1 to 6. There were question/answer cards at each station and a clue on the back of the correct answer card to reach the next station. The first clue was given by the observer who made the information in the information room.The student who could not get out of the room within 10 minutes was considered as unable to leave the escape room.
Intervention model: Single Group Assignment
Masking: None (Open Label)
Primary purpose: Other
Keywords: Escape Room; İnnovative Learn; Nursing Students; educational game