Escape Room Games and Role Playing GamificationNCT06143618
Escape Room Game and Role Playing Method and Violence
A study testing escape room games and role playing in people with Escape Room Games and Role Playing Gamification, run by Gazi University at 2 sites in Turkey (Türkiye).
Trial summary
In this regard, we think that escape room games and role playing gamification methods used in nursing education can be effective in gaining these skills. For this reason, we aim to evaluate the effect of training on diagnosing and evaluating violence against women, given using escape room game and role-playing… Read more about this study
- Who is it for?
- Any ageHealthy volunteers can take part
- Conditions the study is for
- Escape Room Games and Role Playing Gamification
- What is being tested?
- escape room games and role playing
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 120 participants
- Where
- 2 sitesTurkey (Türkiye)
- Study dates
- 7 Dec 2023to 12 Jan 2024
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages Any age
- All sexes
- Healthy volunteers accepted
- Child, Adult, Older adult
Who may be able to join
- Registering for the Obstetrics and Gynecology Nursing course for the first time,
- Volunteering to participate in the research.
Who cannot join
- Having a high school, associate or bachelor's degree in a health-related field,
- Having difficulty in understanding and speaking Turkish.
Trial locations and contacts
2 sites in 1 country.
Turkey (Türkiye)2 sites
Bitlis Eren University Faculty of Health Sciences
Bitlis
Karabük University Faculty of Health Sciences
Karabük, 78050
About this study
Official title: The Effect of Education Provided With Escape Room Game and Role Playing Method on Nursing Students' Skills in Evaluating Violence and Their Attitudes Towards Violence
In this regard, we think that escape room games and role playing gamification methods used in nursing education can be effective in gaining these skills. For this reason, we aim to evaluate the effect of training on diagnosing and evaluating violence against women, given using escape room game and role-playing methods, on nursing students' skills in diagnosing and evaluating violence against women and their attitudes towards violence. The research is a pre-test-post-test randomized controlled, factorial group experimental study.
Read the detailed description
Violence is a social problem where a person uses physical, social, psychological, sexual, emotional and economic power over another person and has negative effects on the person. According to the person exposed, violence against women, children, elderly people, disabled people, LGBT individuals, and immigrants is grouped as violence among peers. Violence refers to the physical damage that can be directly perceived by outside observers or medically detectable by health professionals, as well as the psychological damage that these individuals experience, which are difficult to notice or show unnoticed psychosomatic symptoms. In this context, nurses face many difficulties in the process of diagnosing, evaluating and preventing violence in the provision of health services, which prevent intervention, such as not being able to recognize cases of violence, remaining indifferent, not considering such cases within the scope of their professional responsibilities, or not having sufficient knowledge and skills, and feeling inadequate in the care of forensic cases. In nursing education, in addition to imparting theoretical knowledge about violence to students, it is necessary to provide basic clinical skills such as effective communication skills with individuals exposed to violence, cognitive skills and technological skills.
Gamification is a method used to improve problem-solving skills by reasoning in the presentation of information and to ensure that learning becomes permanent by arousing excitement and curiosity. Particularly, the use of gamification in the education process makes the teaching-learning process more attractive, increases students' motivation, and allows students to develop interesting skills. Various methods are suggested to increase students' participation in the gamification process. Examples of innovative approaches used in the gamification process are escape room games and role-playing games. Role-play, which is an active teaching method, is a method that enables nurses to play a role in an environment similar to the clinical environment, which can help them prepare to face real cases in the clinical environment and enables learning by playing. Role playing is used as a skill-focused teaching method that provides social communication skills, active listening, empathy of emotions, and seeing sections from real life in teaching knowledge and skills in education, and is among the educational methods used to raise awareness in nursing. In the escape room game, in problem-based learning, a problem is presented and students must investigate it and offer possible solutions. The premise of an escape room is that a group of participants work collaboratively using clues that include puzzles and specific objectives to "escape" the room before they run out of time to solve a problem.
The basis of nursing education, in addition to transferring theoretical knowledge, is to provide nursing students with skills such as critical thinking, problem-solving skills, decision-making, holistic care, effective communication and teamwork. In the context of nursing education and training, escape rooms and role-playing games allow students to use the latest technological developments, solve both physical and mental puzzles or tests, acquire basic professional competencies, develop teamwork skills, and use multiple intelligences to solve problems. In this context, researchers think that escape room games and role-playing gamification methods used in nursing education may be effective in gaining these skills. Therefore, it is aimed to evaluate the effect of training on diagnosing and evaluating violence against women, given using escape room games and role-playing methods, on nursing students' skills in diagnosing and evaluating violence against women and their attitudes towards violence.
- Being tested
- escape room games, role playing
- Keywords
- escape room games, role playing gamification, violence
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
escape room gamesBehavioural
The escape room game will include a patient scenario of four female patients who are victims of violence and apply to different clinics. Necessary equipment and materials will be provided and stations will be established where four female patients who are victims of violence will be evaluated. In the game, each student will contact the patient at only one station and evaluate signs and symptoms of violence. The activities at the stations will be carried out together as a group. The group, which completes the tasks and activities and collects the puzzle pieces that will lead to the code of the lock, will complete the puzzle and enter the number codes on it into the key of the locked box on the table (4 numerical codes received), open the box and get the message 'you can escape'. The group with the most time left at the end of the game will come first and will be rewarded.
role playingBehavioural
In the role play application, there will be scenarios of four female patients who are victims of violence and apply to different clinics. Before the role play activities, students will be asked to form groups of 4-5 people, and each week, a group will be asked to choose one of the four scenarios given by lot and improvise the case-based role play activity within 40 minutes. Before the role play application, the materials that may be required for the students (clothes, materials, etc.) and the preparation of the environment (hospital, polyclinic, etc.) will be provided by the researchers in accordance with the activity to be enacted. At the end of the role play activities, students will be able to express, evaluate and discuss their feelings and thoughts within and between groups.
| Study group | Role | What they receive |
|---|---|---|
| escape room games | Experimental | The escape room game will include a patient scenario of four female patients who are victims of violence and apply to different clinics. Necessary equipment and materials will be provided and stations will be established where four female patients who are victims of violence will be evaluated. In order for them to solve puzzles and puzzles related to the subject at the stations; Colorful puzzle set, lettered chest lock, ballot box, colorful stickers, digital countdown clock, and materials to be used by students will be provided by the researchers. In the game, each student will contact the patient at only one station and evaluate signs and symptoms of violence. The group, which completes the tasks and activities and collects the puzzle pieces that will lead to the code of the lock, will complete the puzzle and enter the number codes on it into the key of the locked box on the table (4 numerical codes received), open the box and get the message 'you can escape'. Receives: Behavioral: escape room games |
| role playing | Experimental | In the role play application, there will be scenarios of four female patients who are victims of violence and apply to different clinics. Before the role play activities, students will be asked to form groups of 4-5 people, and each week, a group will be asked to choose one of the four scenarios given by lot and improvise the case-based role play activity within 40 minutes. Receives: Behavioral: role playing |
| control | No intervention | No application will be given to the control group other than theoretical lectures. The theoretical course covers the definition of violence, types of violence, symptoms and findings seen in women exposed to violence, and evaluation of violence. The theoretical course will be delivered in the form of verbal explanation supported by power point presentation. Before the intervention, one week after the intervention and one month later, all students will be administered the Violence Against Women Knowledge Test, the Attitudes towards Violence Scale and the Scale for Nurses and Midwives to Recognize the Signs of Violence Against Women. |
What is being measured
The primary outcome is the main question the study is designed to answer.
Information on violence against women
Measurements will be made using the Violence Against Women Knowledge Test. The lowest score that can be obtained from the test is 0 and the highest score is 100. As the score obtained from the test increases, the level of knowledge increases.
Measured: Change in initial violence information in one week and one month
Attitude towards violence
Measurements will be made using the Attitudes Towards Violence Scale. The average attitude score that can be obtained from the scale varies between 19 and 95. A high attitude score indicates an increase in traditionalism in the attitude of healthcare personnel towards violence, while a low attitude score indicates a move away from tradition and a contemporary view.
Measured: Change in initial attitude towards violence in 1 week and 1 month
Recognizing signs of violence
Measurements will be made using the Scale for Nurses and Midwives to Recognize Signs of Violence Against Women. The highest score to be obtained from the scale is "31" and the lowest score is "0". A high score indicates that the level of knowledge regarding recognizing the signs of violence against women is sufficient.
Measured: change in recognition of signs of violence at baseline, at 1 week, and at 1 month
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted22 Nov 2023
- Study start7 Dec 2023
- Primary completion12 Jan 2024
- Study completion12 Jan 2024
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Escape Room Games and Role Playing GamificationStudies of the same condition, open and under way.
- More trials run by Gazi UniversityThe sponsor's other registered studies.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Factorial
- Masking
- Single blind
- Who is masked
- Outcomes assessor
- Enrolment
- 120 participants (actual)
Sponsor and investigators
- Lead sponsor
- Gazi University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Pinar Akbas, Gazi University
- Investigators
- Sultan ÖZKAN ŞAT, PhD, Principal investigator, Bitlis Eren UniversityNurhan AKTAŞ, PhD, Principal investigator, Sakarya University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT06143618
- Sponsor's protocol ID
- escape room game
- Status last verified
- Jan 2024
- First submitted
- 16 Nov 2023
- Last updated
- 18 Jan 2024
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- Yes
Study at a glance
From the registry record, last updated by the sponsor on 18 Jan 2024. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effect of Education Provided With Escape Room Game and Role Playing Method on Nursing Students' Skills in Evaluating Violence and Their Attitudes Towards Violence
- ClinicalTrials.gov ID
- NCT06143618
- Acronym / sponsor ID
- escape room game
- Keywords
- escape room games, role playing gamification, violence
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 120 participants (actual)
- Lead sponsor
- Gazi UniversityUniversity, hospital or other
- Study start
- 7 Dec 2023 (actual)
- Primary completion
- 12 Jan 2024 (actual)
- Study completion
- 12 Jan 2024 (actual)
- First posted
- 22 Nov 2023 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
In this regard, we think that escape room games and role playing gamification methods used in nursing education can be effective in gaining these skills. For this reason, we aim to evaluate the effect of training on diagnosing and evaluating violence against women, given using escape room game and role-playing methods, on nursing students' skills in diagnosing and evaluating violence against women and their attitudes towards violence. The research is a pre-test-post-test randomized controlled, factorial group experimental study.
Detailed description
Violence is a social problem where a person uses physical, social, psychological, sexual, emotional and economic power over another person and has negative effects on the person. According to the person exposed, violence against women, children, elderly people, disabled people, LGBT individuals, and immigrants is grouped as violence among peers. Violence refers to the physical damage that can be directly perceived by outside observers or medically detectable by health professionals, as well as the psychological damage that these individuals experience, which are difficult to notice or show unnoticed psychosomatic symptoms. In this context, nurses face many difficulties in the process of diagnosing, evaluating and preventing violence in the provision of health services, which prevent intervention, such as not being able to recognize cases of violence, remaining indifferent, not considering such cases within the scope of their professional responsibilities, or not having sufficient knowledge and skills, and feeling inadequate in the care of forensic cases. In nursing education, in addition to imparting theoretical knowledge about violence to students, it is necessary to provide basic clinical skills such as effective communication skills with individuals exposed to violence, cognitive skills and technological skills.
Gamification is a method used to improve problem-solving skills by reasoning in the presentation of information and to ensure that learning becomes permanent by arousing excitement and curiosity. Particularly, the use of gamification in the education process makes the teaching-learning process more attractive, increases students' motivation, and allows students to develop interesting skills. Various methods are suggested to increase students' participation in the gamification process. Examples of innovative approaches used in the gamification process are escape room games and role-playing games. Role-play, which is an active teaching method, is a method that enables nurses to play a role in an environment similar to the clinical environment, which can help them prepare to face real cases in the clinical environment and enables learning by playing. Role playing is used as a skill-focused teaching method that provides social communication skills, active listening, empathy of emotions, and seeing sections from real life in teaching knowledge and skills in education, and is among the educational methods used to raise awareness in nursing. In the escape room game, in problem-based learning, a problem is presented and students must investigate it and offer possible solutions. The premise of an escape room is that a group of participants work collaboratively using clues that include puzzles and specific objectives to "escape" the room before they run out of time to solve a problem.
The basis of nursing education, in addition to transferring theoretical knowledge, is to provide nursing students with skills such as critical thinking, problem-solving skills, decision-making, holistic care, effective communication and teamwork. In the context of nursing education and training, escape rooms and role-playing games allow students to use the latest technological developments, solve both physical and mental puzzles or tests, acquire basic professional competencies, develop teamwork skills, and use multiple intelligences to solve problems. In this context, researchers think that escape room games and role-playing gamification methods used in nursing education may be effective in gaining these skills. Therefore, it is aimed to evaluate the effect of training on diagnosing and evaluating violence against women, given using escape room games and role-playing methods, on nursing students' skills in diagnosing and evaluating violence against women and their attitudes towards violence.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Factorial
- Masking
- Single blind (outcomes assessor)
- Number of arms
- 3
| Arm | Type | Receives |
|---|---|---|
| escape room games | Experimental | Behavioral: escape room gamesThe escape room game will include a patient scenario of four female patients who are victims of violence and apply to different clinics. Necessary equipment and materials will be provided and stations will be established where four female patients who are victims of violence will be evaluated. In order for them to solve puzzles and puzzles related to the subject at the stations; Colorful puzzle set, lettered chest lock, ballot box, colorful stickers, digital countdown clock, and materials to be used by students will be provided by the researchers. In the game, each student will contact the patient at only one station and evaluate signs and symptoms of violence. The group, which completes the tasks and activities and collects the puzzle pieces that will lead to the code of the lock, will complete the puzzle and enter the number codes on it into the key of the locked box on the table (4 numerical codes received), open the box and get the message 'you can escape'. |
| role playing | Experimental | Behavioral: role playingIn the role play application, there will be scenarios of four female patients who are victims of violence and apply to different clinics. Before the role play activities, students will be asked to form groups of 4-5 people, and each week, a group will be asked to choose one of the four scenarios given by lot and improvise the case-based role play activity within 40 minutes. |
| control | No intervention | –No application will be given to the control group other than theoretical lectures. The theoretical course covers the definition of violence, types of violence, symptoms and findings seen in women exposed to violence, and evaluation of violence. The theoretical course will be delivered in the form of verbal explanation supported by power point presentation. Before the intervention, one week after the intervention and one month later, all students will be administered the Violence Against Women Knowledge Test, the Attitudes towards Violence Scale and the Scale for Nurses and Midwives to Recognize the Signs of Violence Against Women. |
Who may qualify
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child, Adult, Older adult
Key inclusion criteria (2 listed)
- Registering for the Obstetrics and Gynecology Nursing course for the first time,
- Volunteering to participate in the research.
Key exclusion criteria (2 listed)
- Having a high school, associate or bachelor's degree in a health-related field,
- Having difficulty in understanding and speaking Turkish.
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| escape room gamesThe escape room game will include a patient scenario of four female patients who are victims of violence and apply to different clinics. Necessary equipment and materials will be provided and stations will be established where four female patients who are victims of violence will be evaluated. In the game, each student will contact the patient at only one station and evaluate signs and symptoms of violence. The activities at the stations will be carried out together as a group. The group, which completes the tasks and activities and collects the puzzle pieces that will lead to the code of the lock, will complete the puzzle and enter the number codes on it into the key of the locked box on the table (4 numerical codes received), open the box and get the message 'you can escape'. The group with the most time left at the end of the game will come first and will be rewarded. | Behavioural | escape room games |
| role playingIn the role play application, there will be scenarios of four female patients who are victims of violence and apply to different clinics. Before the role play activities, students will be asked to form groups of 4-5 people, and each week, a group will be asked to choose one of the four scenarios given by lot and improvise the case-based role play activity within 40 minutes. Before the role play application, the materials that may be required for the students (clothes, materials, etc.) and the preparation of the environment (hospital, polyclinic, etc.) will be provided by the researchers in accordance with the activity to be enacted. At the end of the role play activities, students will be able to express, evaluate and discuss their feelings and thoughts within and between groups. | Behavioural | role playing |
Primary outcome
Information on violence against women
Time frame: Change in initial violence information in one week and one month
Measurements will be made using the Violence Against Women Knowledge Test. The lowest score that can be obtained from the test is 0 and the highest score is 100. As the score obtained from the test increases, the level of knowledge increases.
Attitude towards violence
Time frame: Change in initial attitude towards violence in 1 week and 1 month
Measurements will be made using the Attitudes Towards Violence Scale. The average attitude score that can be obtained from the scale varies between 19 and 95. A high attitude score indicates an increase in traditionalism in the attitude of healthcare personnel towards violence, while a low attitude score indicates a move away from tradition and a contemporary view.
Recognizing signs of violence
Time frame: change in recognition of signs of violence at baseline, at 1 week, and at 1 month
Measurements will be made using the Scale for Nurses and Midwives to Recognize Signs of Violence Against Women. The highest score to be obtained from the scale is "31" and the lowest score is "0". A high score indicates that the level of knowledge regarding recognizing the signs of violence against women is sufficient.
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 18 Jan 2024.
- Individual participant dataSharing planned: Yes
Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Sultan ÖZKAN ŞAT, PhD principal investigator
Bitlis Eren University
Nurhan AKTAŞ, PhD principal investigator
Sakarya University
2 sites in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing escape room games and role playing in people with Escape Room Games and Role Playing Gamification, run by Gazi University at 2 sites in Turkey (Türkiye).
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 2 inclusion and 2 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 18 Jan 2024. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 2 sites in Turkey (Türkiye). Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Information on violence against women (time frame: Change in initial violence information in one week and one month). The study lists 3 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 18 Jan 2024.