NCT05999305

Using an Escape Room Game in Teaching the Critical Care Nursing Course

The Effects of Using an Escape Room Game to Improve Senior Nursing Students' Critical Thinking Dispositions and Skills in Vietnam

• Status: Completed
• Phase: N/A
• Study type: Interventional
• Enrollment: 72 (actual)
• Sponsor: Taipei Medical University · Academic / Other
• Sex: All
• Age: —
• Healthy volunteers: Not accepted

Summary

Critical thinking is one of the most desired outcomes of nursing education worldwide. The impact of game-based learning, including the use of an escape room game, on the development of critical thinking ability in nursing students remains uncertain. The main purpose of this study is going to evaluate an escape room game as a learning method in Critical Care Nursing course in improving senior nursing students' critical thinking dispositions and skills. In addition to the main purpose, this study also aims to investigate the effects of incorporating an escape room game into a Critical Care Nursing course in improving senior nursing students' knowledge about critical care nursing, learning motivation, and satisfaction with the learning method. This is a two-arm parallel randomized controlled trial conducted on senior nursing students at Tra Vinh University in Vietnam. Two teaching methods in the Critical Care Nursing course will be applied.

Detailed description

Critical thinking is one of the most desired outcomes of nursing education worldwide. The impact of game-based learning, including the use of an escape room game, on the development of critical thinking ability in nursing students remains uncertain. The main purpose of this study is going to evaluate an escape room game as learning method in Critical Care Nursing course in improving senior nursing students' critical thinking dispositions and skills. In addition to the main purpose, this study also aims to investigate the effects of incorporating an escape room game into a Critical Care Nursing course in improving senior nursing students' knowledge about critical care nursing, learning motivation, and satisfaction with the learning method. This a two-arm parallel randomized controlled trial conducted on senior nursing students at Tra Vinh University in Vietnam. Two teaching methods in the Critical Care Nursing course will be applied. A conventional class with an escape room game will be implemented for the intervention group while a conventional class with case-based learning will be the teaching method for the comparison group. The study will be a repeated-measurement design with three time points. Mean, standard deviation, frequency, percentage, t-test, and chi-squared test will be conducted. Generalized Estimating Equations will be used to analyze the intervention effect and time effect on scores of critical thinking dispositions and skills, knowledge of critical care nursing, and learning motivation over three-time points. Generalized Estimating Equations will also allow us to explore the interaction between group and time, as well as control for any potential covariates. The intention of this study is that its findings will offer valuable insights for faculty members to consider incorporating escape room games into their teaching methodologies.

Conditions

• Critical Thinking

Interventions

Type	Name	Description
OTHER	Teaching the critical care nursing course with an Escape Room game	A teacher will begin with a 1.5-hour lecture, followed by an escape room game to reinforce learning through case studies for another 1.5 hours. The first section of the game will be a ten-minute pre-brief. The game will then begin promptly at a designated time and will be played in groups of six to seven students, with each group seated separately in a classroom. The game will last up to fifty minutes, during which all groups will be assisted to complete puzzles within the time limit. After the game, a fifteen-minute debriefing session will be held by the teacher, during which the students will reflect on their performance and what they learned about the cases and related topics. The teacher will finally provide feedback and support to the groups during this session.
OTHER	Teaching the critical care nursing course with a case-based learning	Students in the comparison group will also receive a 1.5 hour lecture which is the same as those in the intervention group. Another 1.5 hour is a case-based learning session, with six sessions in total over six weeks. The case-based learning sessions will include a pre-brief, teamwork, and debrief, and will be facilitated by the same teacher and teaching assistant and will primarily be provided with paper-based case studies.

Timeline

• Start date: 2023-09-08
• Primary completion: 2023-11-30
• Completion: 2023-11-30
• First posted: 2023-08-21
• Last updated: 2024-01-03

Locations

1 site across 1 country: Vietnam