Escape Room for Patient Safety Training in Nursing Students

NCT ID: NCT07179367

Last Updated: 2025-09-23

Basic Information

• Recruitment Status: COMPLETED
• Clinical Phase: NA
• Total Enrollment: 95 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2024-02-05
• Study Completion Date: 2024-05-15

Brief Summary

Ensuring patient safety is a cornerstone of nursing practice, and its foundation is established during nursing education. This study aims to empower senior nursing students to develop self-efficacy in patient safety practices through the "Escape Room" teaching method.

The study was conducted with senior nursing students from February to May 2024. Data were collected using the Student Information Form, Patient Safety Self-Efficacy Questionnaire, and Satisfaction with Training Methods Scale. The escape room was structured in three phases-prebriefing, simulation, and debriefing-following INACSL standards.

The average age of the participants was 23.5, and 43.5% had previously completed an elective course on patient safety. Analyses revealed that students spent the most time, averaging 2.59 minutes, in the room dedicated to information questions. The average self-efficacy score before the intervention was 61.26, which increased to 71.32 after the intervention, and participants reported a high level of satisfaction.

The study's findings indicate that patient safety-themed escape room training significantly enhances students' self-efficacy in patient safety, as well as their overall satisfaction and motivation.

Conditions

Patient Safety; Nursing Education

Study Design

• Allocation Method: NA
• Intervention Model: SINGLE_GROUP
• Primary Study Purpose: OTHER
• Blinding Strategy: NONE

Study Groups

escape room training group

This group consisted of fourth-year nursing students who received a patient safety-themed escape room training intervention. The simulation was structured in three phases: prebriefing, escape room activity, and debriefing. During prebriefing, students were oriented to the simulation environment and informed about patient safety principles. The escape room simulation consisted of three rooms designed according to INACSL standards, including scenarios on medication safety, maternal-infant care, and intensive care. Each room contained a mix of knowledge-based and skill-based tasks. After the simulation, a structured debriefing session was conducted using the PEARLS method to promote reflective learning. The intervention aimed to improve students' self-efficacy in patient safety practices and their satisfaction with the training method.

Group Type: EXPERIMENTAL

Escape Room-Based Teaching Method on Patient Safety

Intervention Type: OTHER

Intervention Description: This intervention is a patient safety-themed escape room simulation specifically designed for nursing students. The activity consists of three phases structured in accordance with INACSL standards: pre-briefing, escape room simulation, and post-briefing assessment. Working in small groups, students solve knowledge- and skill-based patient safety tasks in three different rooms (patient safety, mother-baby room, and adult intensive care unit). Correct answers ensure progress, while post-briefing assessment using the PEARLS method supports reflection and learning. Unlike traditional teaching, this innovative method emphasizes teamwork, active participation, and experiential learning to increase self-efficacy and satisfaction with patient safety practices.

Interventions

Escape Room-Based Teaching Method on Patient Safety

Intervention Description: This intervention is a patient safety-themed escape room simulation specifically designed for nursing students. The activity consists of three phases structured in accordance with INACSL standards: pre-briefing, escape room simulation, and post-briefing assessment. Working in small groups, students solve knowledge- and skill-based patient safety tasks in three different rooms (patient safety, mother-baby room, and adult intensive care unit). Correct answers ensure progress, while post-briefing assessment using the PEARLS method supports reflection and learning. Unlike traditional teaching, this innovative method emphasizes teamwork, active participation, and experiential learning to increase self-efficacy and satisfaction with patient safety practices.

Intervention Type: OTHER

Eligibility Criteria

Inclusion Criteria

• Being 18 years of age or older
• Being a fourth-year nursing student at the Faculty of Nursing
• Completion of all data collection forms in full
• Volunteering to participate in the study

Exclusion Criteria

• Staying in the escape room for more than 6 minutes in each room
• Not providing informed consent

• Minimum Eligible Age: 18 Years
• Eligible Sex: ALL
• Accepts Healthy Volunteers: Yes

Sponsors

Fenerbahce University

OTHER

Sponsor Role: lead

Responsible Party

Demet SEMİZ

Lecturer

Responsibility Role: PRINCIPAL_INVESTIGATOR

Locations

Hamidiye Faculty of Nursing, University of Health Sciences

Istanbul, , Turkey (Türkiye)

Countries

Turkey (Türkiye)

Provided Documents

Document Type: Study Protocol and Statistical Analysis Plan

View Document

Other Identifiers

24/286

Identifier Type: -

Identifier Source: org_study_id