NCT07043257

The Effect of Escape Room-Based Bladder Catheterization Training on Nursing Students' Academic Achievement, Problem-Solving Skills, and Motivation: A Mixed-Methods Study

• Status: Not Yet Recruiting
• Phase: N/A
• Study type: Interventional
• Enrollment: 100 (estimated)
• Sponsor: Agri Ibrahim Cecen University · Academic / Other
• Sex: All
• Age: 18 Years
• Healthy volunteers: Accepted

Summary

This study aims to examine the effect of escape room-based training on nursing students' academic achievement, problem-solving skills, collaborative learning, and motivation levels in bladder catheterization education. A mixed-methods design will be used. Participants will be randomly assigned to either an experimental group receiving game-based escape room training or a control group receiving traditional instruction. Pre-test and post-test assessments will be conducted using validated measurement tools. The study also includes qualitative data to explore students' experiences and perceptions regarding the educational method used. This research seeks to contribute to innovative educational practices in nursing skills training.

Conditions

• NURSING EDUCATION
• NURSING STUDENTS
• ESCAPE ROOM
• BLADDER CATHETERIZATION

Interventions

Type	Name	Description
BEHAVIORAL	Escape Room-Based Bladder Catheterization Training	This intervention involves an escape room-based educational strategy designed to teach bladder catheterization to nursing students. The method includes interactive puzzles, clinical problem-solving tasks, and scenario-based simulations. The training promotes engagement, teamwork, and application of theoretical knowledge in a gamified learning environment.
BEHAVIORAL	Traditional Bladder Catheterization Training	This intervention includes standard bladder catheterization training based on traditional teaching methods. The students will receive theoretical instruction through lectures and demonstration-based simulation without interactive or gamified components.

Timeline

• Start date: 2025-07-01
• Primary completion: 2025-07-05
• Completion: 2025-07-05
• First posted: 2025-06-29
• Last updated: 2025-06-29