The Effect of Basic Life Support Training Given by the Escape Room Method on the Knowledge and Skills of Nursing Students

NCT07355036 — Not applicable, Completed, 64 participants, Eastern Mediterranean University

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Registry	NCT07355036
Status	Completed
Phase	Not applicable
Study type	Interventional; randomized, parallel, masking: double, other
Enrollment	64 (Actual)
Sponsor	Eastern Mediterranean University (Other)
Conditions	Education, Nursing Students, Cardio Pulmonary Resuscitation, Nursing Students Education on Cardio Pulmonary Resuscitation, Escape Room
Interventions	Experimental escape room group, plasebo control group (Other)
Dates	start 2025-05-01, primary completion 2025-06-30, completion 2025-11-28, first posted 2026-01-21, last updated 2026-09-08
Locations	1 site in Turkey (Türkiye)

-Summary

Today, nursing education is not only about the transfer of theoretical information, but also includes the acquisition of multidimensional skills such as clinical decision making, critical thinking and teamwork. In this context, educational escape room games stand out as an effective teaching strategy, especially in basic life support (BLS) applications that require emergency management (Adams, Burger, Crawford \& Setter, 2018; Gómez-Urquiza et al., 2019).

Escape room games are team-based, interactive and gamified learning environments in which participants solve puzzles by cooperating within a certain scenario in a limited time and try to achieve the specified goal (Nicholson, 2015; Wiemker, Elumir \& Clare, 2015; Clarke et al., 2017). In the teaching of emergency interventions such as cpr, which require time management, quick decision making and coordinated teamwork, this game structure enables students to develop both knowledge and skills (Tassemeyer, Glover \& Steve

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+Arms and interventions

Arm	Type	Interventions	Description
escape room group	Experimental	Other: Experimental escape room group	In this study, the game will be applied to the students in the game group by giving basic life support application training with escape room training method. Before the game process, the game scenario will be explained in detail to the students in the game group. With randomization, students assigned to the escape room group will carry out the activity using a game prepared with a scenario designed by researchers and evaluated by experts in the field. During the activity, researchers will observe and assess the data using a skill form. The completion times for the activity will be recorded. The pre-test knowledge test, the post-test knowledge test, and the knowledge test taken one month later will be compared.
control group	Placebo comparator	Other: plasebo control group	Students in the control group will be evaluated by practicing with a CPR simulator. With randomization, students assigned to the placebo (control) group in this group will perform the procedure using the standard BASIC LIFE SUPPORT (ADULT) SIMULATOR MANIKIN by the researchers. During the procedure, the researchers will observe and evaluate the data using a skills form. The pre-test knowledge test, the post-test knowledge test, and the knowledge test taken one month later will be compared.

Experimental escape room group (Other): With randomization, students assigned to the escape room group will carry out the activity using a game prepared with a scenario designed by researchers and evaluated by experts in the field. During the activity, researchers will observe and assess the data using a skill form. The completion times for the activity will be recorded. The pre-test knowledge test, the post-test knowledge test, and the knowledge test taken one month later will be compared.
plasebo control group (Other): With randomization, students assigned to the placebo (control) group in this group will perform the procedure using the standard BASIC LIFE SUPPORT (ADULT) SIMULATOR MANIKIN by the researchers. During the procedure, the researchers will observe and evaluate the data using a skills form. The pre-test knowledge test, the post-test knowledge test, and the knowledge test taken one month later will be compared.

+Outcome measures

Primary outcomes

Measurement of Adult Basic Life Support Application Knowledge [Baseline, immediately after the training, and 1 week after the training.]: 0-50 points is bad, 50-80 points is average, 80-100 points is good.

Secondary outcomes

Measurement of Self-Efficacy of Basic Resuscitation Skills [The Self-Efficacy Measurement for Basic Resuscitation Skills will be administered at baseline and again 1 month after the training.]: as the score increases, it shows that his skill is good

Other outcomes

Measurement of Basic Resuscitation Skills Self-Efficacy [This evaluation form will be administered on the day of the intervention and will also be repeated one month after the intervention.]: The score definition here is that the student assigns themselves a score between 0 and 100; each question relates to their self-efficacy regarding the subject. As the score increases, the student considers themselves sufficiently competent in the subject.

+Eligibility

Sex: All, ages: 18 Years to any, accepts healthy volunteers

Inclusion Criteria:

Criteria for inclusion in the sample;

* Being older than 18 years of age
* Being a 4th grade student in the Department of Nursing Turkish

+Locations (1)

Facility	City	Country	Status
Eastern Mediterranean University Cyprus	Mersin	Turkey (Türkiye)