Nursing EducationNCT07143643
The Effect of Escape Room Method in Nursing Process Teaching
A study testing Excape room game in people with Nursing Education and ESCAPE ROOM, run by Bezmialem Vakif University at 1 site in Turkey (Türkiye).
Trial summary
This study will be conducted to determine the effectiveness of education provided through the educational escape room method in nursing process teaching and to examine its effects on 4th-year nursing students' self-efficacy, teamwork, and anxiety. Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Nursing Education, ESCAPE ROOM, Nursing Students
- What is being tested?
- Excape room game
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 69 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 19 Oct 2025to 2 Oct 2026
- 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 18 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- •Actively attending face-to-face education during the dates when the study will be conducted
Who cannot join
- •Previous training with or familiarity with the educational escape room method
Trial locations and contacts
1 site in 1 country.
About this study
Official title: The Effect of Using Escape Room Method on Nursing Studentsˈ Self-Efficacy, Team Collaboration and Anxiety in Nursing Process Teaching
This study will be conducted to determine the effectiveness of education provided through the educational escape room method in nursing process teaching and to examine its effects on 4th-year nursing students' self-efficacy, teamwork, and anxiety.
Read the detailed description
To improve and maintain the quality of nursing care, practices should be based on theoretical knowledge and carried out using the Nursing Process, which is a systematic scientific method. In line with the Nursing Process, the nurse plans, implements, and evaluates nursing interventions for the nursing diagnoses identified through the analysis and evaluation of the data collected regarding the health care needs of the healthy or ill individual. In addition to ensuring individualized and holistic care, the Nursing Process offers many benefits such as promoting critical thinking skills among nurses, enabling efficient use of time and energy in care delivery, distinguishing nursing practices from those of other health care professionals, and making nursing practice more visible. However, national and international studies emphasize that there are both individual and institutional barriers to the use of the Nursing Process in practice. In fact, related studies indicate that nurses experience difficulties in the diagnostic phase of the Nursing Process, particularly in making accurate nursing diagnoses and identifying etiological/related factors.
Therefore, it is important for nurses to acquire the necessary knowledge and skills for implementing nursing care in line with the Nursing Process during their nursing education. Nevertheless, studies have reported that students face challenges in understanding, planning, and applying the Nursing Process due to deficiencies in theoretical knowledge, practice, and experience, as well as inadequate problem-solving skills and difficulties in communication with health care professionals. In this context, it is recommended to incorporate active learning methods that complement traditional teaching methods in nursing education to ensure that nursing students understand and apply the importance of providing appropriate nursing care in accordance with the Nursing Process.
One of the active learning methods that has gained popularity in recent years is the educational escape room method. Educational escape rooms are designed to enable students to achieve specific learning outcomes by finding clues, solving puzzles, completing tasks within a limited time, and working collaboratively. The aim of this collaborative game is usually to escape from the room or to find a specific object. Escape rooms have been shown to significantly improve students' critical thinking and decision-making skills by encouraging them to analyze, evaluate, and solve problems, as well as contributing to the development of problem-solving skills and team collaboration. Among the skills that determine and strengthen problem-solving ability is self-efficacy; however, no study has been found that examines the effect of educational escape rooms on self-efficacy. Furthermore, the literature notes that the time limitation in this method may cause stress and anxiety among participants, yet some studies indicate that it can also reduce students' anxiety. Therefore, further research is needed to investigate the effects of educational escape rooms on self-efficacy and anxiety.
Although the literature on teaching the Nursing Process includes studies using active teaching methods such as virtual games, simulation, and web-based instruction, no study has been identified regarding the escape room method. It is believed that the use of the educational escape room method, an innovative active learning approach that complements traditional methods in teaching the Nursing Process, may be an effective strategy. Indeed, in line with the objectives of undergraduate education, nursing students are expected to graduate as professionals capable of implementing nursing care through the Nursing Process. In this regard, it is of critical importance to repeat interventions and trainings related to the teaching of the Nursing Process before students graduate. Within this scope, the present study will be conducted to determine the effectiveness of education provided through the educational escape room method in nursing process teaching and to examine its effects on 4th-year nursing students' self-efficacy, teamwork, and anxiety. This research will be conducted in a randomized experimental design with pretest-posttest experimental and control groups.The study sample will consist of senior nursing students who meet the inclusion criteria and agree to participate in the study. The students included in the sample will be randomly assigned to either the experimental or control group. The sample size of the study was calculated using a power analysis. Based on the data of a referenced study, the analysis indicated that with an effect size of 1.03, a power of 99%, and a significance level of 0.05 with a confidence interval, the required sample size was determined to be 62 fourth-year nursing students (a minimum of n=31 students per group). In order to increase the reliability of the study and to allow the use of parametric tests, the total sample size was determined as n=70, with 35 students in the experimental group and 35 students in the control group, taking into account possible data losses (such as dropouts). Randomization will be achieved through simple random sequencing using a randomization method. Participants will be randomly assigned to the experimental and control groups.Data will be analyzed using the SPSS (Statistical Package for Social Sciences) version 25.0 software. Data will be collected through the "Student Information Form," "Nursing Process Knowledge Test," "Self-Efficacy for Clinical Performance Scale," "Collaboration Scale," "State-Trait Anxiety Inventory," and the "Quality Measurement Tool for Nursing Diagnoses, Interventions, and Outcomes."
- Conditions
- Nursing Education, ESCAPE ROOM, Nursing Students
- Being tested
- Excape room game
- Keywords
- Escape Room Method, Self-Efficacy, Team Collaboration, Nursing process, Anxiety
- Medical subject headings
- Anxiety Disorders
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Excape room gameOther
Application of Research:The escape room game scenario prepared by the researchers was designed according to the steps of the Nursing Process. The game consists of five stages, each conducted at different stations, and each stage includes various clues and activities. The stages were organized to cover the steps of the Nursing Process: "Assessment, Nursing Diagnosis, Planning, Implementation, and Evaluation." Before starting the game, the students who will participate will be informed about the expected objectives, the game rules, and the duration. In addition, it will be stated that each group must select a group leader. The students will be given a total of 60 minutes to answer the questions in each stage, assemble puzzle pieces, unlock locked boxes, follow the clues, and find the exit key in order to leave the room. The students will be expected to complete the tasks at the stations prepared in accordance with the Nursing Process stages and to exit the room within the allotted time.
| Study group | Role | What they receive |
|---|---|---|
| Participant Group | Experimental | Experimental: Escape room simulation group- Within the scope of the theoretical training on the nursing process, a two-week education will be provided. Afterwards, the students in this group will be divided into five groups of seven students each and will participate in an escape room game based on a case prepared regarding the nursing process. Receives: Other: Excape room game |
| Control group | No intervention | Control group: Within the scope of the theoretical training on the nursing process, a two-week education will be provided. Afterwards, using the traditional teaching method, five groups of seven students each will examine the same case scenario applied to the experimental group within the framework of the nursing process for 60 minutes. The groups will work independently of each other in the same classroom environment and, together with the researcher, will analyze the case within the framework of the nursing process for 60 minutes using traditional teaching methods such as question-and-answer and discussion. |
What is being measured
The primary outcome is the main question the study is designed to answer.
Nursing Process Knowledge Test
The form developed by the researcher in line with the literature regarding the stages of the Nursing Process consists of a total of 25 questions. Each correct answer is worth 4 points, with a maximum possible score of 100. The students' scores, whether low or high, will indicate their level of knowledge on the subject.
Measured: 3 weeks before the intervention (before the theoretical nursing training) 2 weeks before the intervention (after the theoretical nursing process training) Directly after the intervention
Skill in Applying the Nursing Care Plan
To evaluate the quality and effectiveness of nursing process records, the "Quality Measurement Tool for Nursing Diagnoses, Interventions, and Outcomes" will be used. The scale consists of four sub-dimensions (Nursing Diagnoses as Process, Nursing Diagnoses as Outcomes, Nursing Interventions, and Nursing-Sensitive Patient Outcomes) and a total of 29 items. Higher scores on the scale indicate an increase in the quality of the nursing care plan.
Measured: 1 week before the intervention (the first Nursing Process case study given after the theoretical nursing training) 2 weeks after the intervention (the second Nursing Process case study given after the intervention)
Self-Efficacy
To determine nursing students' self-efficacy perceptions regarding clinical performance, the "Self-Efficacy Scale in Clinical Performance" will be used. The scale consists of a total of 37 items. It is a Likert-type scale with four sub-dimensions: data collection, diagnosis, implementation, and evaluation. The minimum possible mean item score is 0, and the maximum possible mean item score is 100. A higher score indicates a higher level of self-efficacy in clinical performance, while a lower score indicates a lower level of self-efficacy in clinical performance.
Measured: 3 weeks before the intervention 2 weeks after the intervention
Team Collaboration
To determine individuals' attitudes toward collaboration and their tendency to collaborate, the "Collaboration Scale" will be used. The scale consists of 11 items. It is a Likert-type scale with three sub-dimensions: emotions, behaviors, and beliefs. The minimum possible total score is 11 and the maximum is 55. Higher total scores on the scale indicate a higher tendency for collaboration.
Measured: 3 weeks before the intervention Directly after the intervention
Anxiety
To determine individuals' anxiety levels, the State-Trait Anxiety Inventory (STAI) will be used. The scale consists of a total of 40 items and is a four-point Likert-type instrument composed of two subscales: the State Anxiety Inventory (first 20 items) and the Trait Anxiety Inventory (last 20 items). The State Anxiety subscale measures how an individual feels at a particular time and under specific conditions, whereas the Trait Anxiety subscale assesses how an individual generally feels regardless of the situation and conditions. A score between 0-19 indicates no anxiety, 20-39 indicates mild anxiety, 40-59 indicates moderate anxiety, and 60-79 indicates severe anxiety.
Measured: 3 weeks before the intervention (Trait Anxiety Inventory) Directly before the intervention (State Anxiety Inventory) Directly after the intervention (State Anxiety Inventory)
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted27 Aug 2025
- Study start19 Oct 2025
- Primary completion30 Sep 2026
- Study completion2 Oct 2026
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (10)Papers the sponsor has linked to this study.
- Other trials for Nursing EducationStudies of the same condition, open and under way.
- 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
- Parallel groups
- Model description
- Randomized Controlled Trial
- Masking
- Single blind
- Who is masked
- Outcomes assessor
- Enrolment
- 69 participants (actual)
Sponsor and investigators
- Lead sponsor
- Bezmialem Vakif University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Yasemin Kıyak Yorulmaz, Bezmialem Vakif University
- Investigators
- Aylin ÖZAKGÜL, Study director, Istanbul University - Cerrahpasa
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07143643
- Sponsor's protocol ID
- YKİYAK
- Status last verified
- Aug 2025
- First submitted
- 20 Aug 2025
- Last updated
- 6 Oct 2026
- Results posted
- No
- Data monitoring committee
- Yes
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No: Individual participant data (IPD) will not be shared because the study is conducted as part of a doctoral thesis, and the collected data will be used only for the purposes of the study and related publications
Publications
Chang YY, Chao LF, Xiao X, Chien NH. Effects of a simulation-based nursing process educational program: A mixed-methods study. Nurse Educ Pract. 2021 Oct;56:103188. doi: 10.1016/j.nepr.2021.103188. Epub 2021 Sep 3.
PubMed 34544010Ordu Y, Caliskan N. The effects of virtual gaming simulation on nursing students' diagnosis, goal setting, and diagnosis prioritization: A randomized controlled trial. Nurse Educ Pract. 2023 Mar;68:103593. doi: 10.1016/j.nepr.2023.103593. Epub 2023 Mar 2.
PubMed 36871387Chen D, Liu F, Zhu C, Tai C, Zhang Y, Wang X. The effect of an escape room game on college nursing students' learning attitude and game flow experiences in teaching safe medication care for the elderly: an intervention educational study. BMC Med Educ. 2023 Dec 12;23(1):945. doi: 10.1186/s12909-023-04961-3.
PubMed 38087301Molina-Torres G, Sandoval-Hernandez I, Ropero-Padilla C, Rodriguez-Arrastia M, Martinez-Cal J, Gonzalez-Sanchez M. Escape Room vs. Traditional Assessment in Physiotherapy Students' Anxiety, Stress and Gaming Experience: A Comparative Study. Int J Environ Res Public Health. 2021 Dec 3;18(23):12778. doi: 10.3390/ijerph182312778.
PubMed 34886502Rushdan EE, Mohamed MAE, Abdelhalim GE, El-Ashry AM, Ali HFM. Effect of an escape room as a gamification evaluation tool on clinical reasoning and teamwork skills among nursing students: A quasi-experimental study. Nurse Educ Pract. 2025 Jan;82:104188. doi: 10.1016/j.nepr.2024.104188. Epub 2024 Nov 14.
PubMed 39566365Quek LH, Tan AJQ, Sim MJJ, Ignacio J, Harder N, Lamb A, Chua WL, Lau ST, Liaw SY. Educational escape rooms for healthcare students: A systematic review. Nurse Educ Today. 2024 Jan;132:106004. doi: 10.1016/j.nedt.2023.106004. Epub 2023 Oct 24.
PubMed 37924674Gonzalez-de la Torre H, Hernandez-De Luis MN, Mies-Padilla S, Camacho-Bejarano R, Verdu-Soriano J, Rodriguez-Suarez CA. Effectiveness of "Escape Room" Educational Technology in Nurses' Education: A Systematic Review. Nurs Rep. 2024 May 13;14(2):1193-1211. doi: 10.3390/nursrep14020091.
PubMed 38804424Kalu F, Wolsey C, Enghiad P. Undergraduate nursing students' perceptions of active learning strategies: A focus group study. Nurse Educ Today. 2023 Dec;131:105986. doi: 10.1016/j.nedt.2023.105986. Epub 2023 Oct 17.
PubMed 37857101Rajabpoor, M., Zarifnejad, G. H., Mohsenizadeh, S. M., Mazloum, S. R., Pourghaznein, T., Mashmoul, A. & Mohammad, A. (2018). Barriers to the implementation of nursing process from the viewpoint of faculty members, nursing managers, nurses, and nursing students. Journal of Holistic Nursing and Midwifery, 28(2), 137-142.
Rajabpoor M, Zarifnejad GH, Mohsenizadeh SM, Mazloum SR, Pourghaznein T, Mashmoul A, Mohammad A. Barriers to the implementation of nursing process from the viewpoint of faculty members, nursing managers, nurses, and nursing students. J Holist Nurs Midwifery. 2018;28(2):137-42.
Study at a glance
From the registry record, last updated by the sponsor on 6 Oct 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effect of Using Escape Room Method on Nursing Studentsˈ Self-Efficacy, Team Collaboration and Anxiety in Nursing Process Teaching
- ClinicalTrials.gov ID
- NCT07143643
- Acronym / sponsor ID
- YKİYAK
- Conditions
- Nursing Education, ESCAPE ROOM, Nursing Students
- Keywords
- Escape Room Method, Self-Efficacy, Team Collaboration, Nursing process, Anxiety
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 69 participants (actual)
- Lead sponsor
- Bezmialem Vakif UniversityUniversity, hospital or other
- Study start
- 19 Oct 2025 (actual)
- Primary completion
- 30 Sep 2026 (actual)
- Study completion
- 2 Oct 2026 (actual)
- First posted
- 27 Aug 2025 (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.
This study will be conducted to determine the effectiveness of education provided through the educational escape room method in nursing process teaching and to examine its effects on 4th-year nursing students' self-efficacy, teamwork, and anxiety.
Detailed description
To improve and maintain the quality of nursing care, practices should be based on theoretical knowledge and carried out using the Nursing Process, which is a systematic scientific method. In line with the Nursing Process, the nurse plans, implements, and evaluates nursing interventions for the nursing diagnoses identified through the analysis and evaluation of the data collected regarding the health care needs of the healthy or ill individual. In addition to ensuring individualized and holistic care, the Nursing Process offers many benefits such as promoting critical thinking skills among nurses, enabling efficient use of time and energy in care delivery, distinguishing nursing practices from those of other health care professionals, and making nursing practice more visible. However, national and international studies emphasize that there are both individual and institutional barriers to the use of the Nursing Process in practice. In fact, related studies indicate that nurses experience difficulties in the diagnostic phase of the Nursing Process, particularly in making accurate nursing diagnoses and identifying etiological/related factors.
Therefore, it is important for nurses to acquire the necessary knowledge and skills for implementing nursing care in line with the Nursing Process during their nursing education. Nevertheless, studies have reported that students face challenges in understanding, planning, and applying the Nursing Process due to deficiencies in theoretical knowledge, practice, and experience, as well as inadequate problem-solving skills and difficulties in communication with health care professionals. In this context, it is recommended to incorporate active learning methods that complement traditional teaching methods in nursing education to ensure that nursing students understand and apply the importance of providing appropriate nursing care in accordance with the Nursing Process.
One of the active learning methods that has gained popularity in recent years is the educational escape room method. Educational escape rooms are designed to enable students to achieve specific learning outcomes by finding clues, solving puzzles, completing tasks within a limited time, and working collaboratively. The aim of this collaborative game is usually to escape from the room or to find a specific object. Escape rooms have been shown to significantly improve students' critical thinking and decision-making skills by encouraging them to analyze, evaluate, and solve problems, as well as contributing to the development of problem-solving skills and team collaboration. Among the skills that determine and strengthen problem-solving ability is self-efficacy; however, no study has been found that examines the effect of educational escape rooms on self-efficacy. Furthermore, the literature notes that the time limitation in this method may cause stress and anxiety among participants, yet some studies indicate that it can also reduce students' anxiety. Therefore, further research is needed to investigate the effects of educational escape rooms on self-efficacy and anxiety.
Although the literature on teaching the Nursing Process includes studies using active teaching methods such as virtual games, simulation, and web-based instruction, no study has been identified regarding the escape room method. It is believed that the use of the educational escape room method, an innovative active learning approach that complements traditional methods in teaching the Nursing Process, may be an effective strategy. Indeed, in line with the objectives of undergraduate education, nursing students are expected to graduate as professionals capable of implementing nursing care through the Nursing Process. In this regard, it is of critical importance to repeat interventions and trainings related to the teaching of the Nursing Process before students graduate. Within this scope, the present study will be conducted to determine the effectiveness of education provided through the educational escape room method in nursing process teaching and to examine its effects on 4th-year nursing students' self-efficacy, teamwork, and anxiety. This research will be conducted in a randomized experimental design with pretest-posttest experimental and control groups.The study sample will consist of senior nursing students who meet the inclusion criteria and agree to participate in the study. The students included in the sample will be randomly assigned to either the experimental or control group. The sample size of the study was calculated using a power analysis. Based on the data of a referenced study, the analysis indicated that with an effect size of 1.03, a power of 99%, and a significance level of 0.05 with a confidence interval, the required sample size was determined to be 62 fourth-year nursing students (a minimum of n=31 students per group). In order to increase the reliability of the study and to allow the use of parametric tests, the total sample size was determined as n=70, with 35 students in the experimental group and 35 students in the control group, taking into account possible data losses (such as dropouts). Randomization will be achieved through simple random sequencing using a randomization method. Participants will be randomly assigned to the experimental and control groups.Data will be analyzed using the SPSS (Statistical Package for Social Sciences) version 25.0 software. Data will be collected through the "Student Information Form," "Nursing Process Knowledge Test," "Self-Efficacy for Clinical Performance Scale," "Collaboration Scale," "State-Trait Anxiety Inventory," and the "Quality Measurement Tool for Nursing Diagnoses, Interventions, and Outcomes."
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (outcomes assessor)
- Number of arms
- 2
- Model description
- Randomized Controlled Trial
| Arm | Type | Receives |
|---|---|---|
| Participant Group | Experimental | Other: Excape room gameExperimental: Escape room simulation group- Within the scope of the theoretical training on the nursing process, a two-week education will be provided. Afterwards, the students in this group will be divided into five groups of seven students each and will participate in an escape room game based on a case prepared regarding the nursing process. |
| Control group | No intervention | –Control group: Within the scope of the theoretical training on the nursing process, a two-week education will be provided. Afterwards, using the traditional teaching method, five groups of seven students each will examine the same case scenario applied to the experimental group within the framework of the nursing process for 60 minutes. The groups will work independently of each other in the same classroom environment and, together with the researcher, will analyze the case within the framework of the nursing process for 60 minutes using traditional teaching methods such as question-and-answer and discussion. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (1 listed)
- •Actively attending face-to-face education during the dates when the study will be conducted
Key exclusion criteria (1 listed)
- •Previous training with or familiarity with the educational escape room method
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 |
|---|---|---|
| Excape room gameApplication of Research:The escape room game scenario prepared by the researchers was designed according to the steps of the Nursing Process. The game consists of five stages, each conducted at different stations, and each stage includes various clues and activities. The stages were organized to cover the steps of the Nursing Process: "Assessment, Nursing Diagnosis, Planning, Implementation, and Evaluation." Before starting the game, the students who will participate will be informed about the expected objectives, the game rules, and the duration. In addition, it will be stated that each group must select a group leader. The students will be given a total of 60 minutes to answer the questions in each stage, assemble puzzle pieces, unlock locked boxes, follow the clues, and find the exit key in order to leave the room. The students will be expected to complete the tasks at the stations prepared in accordance with the Nursing Process stages and to exit the room within the allotted time. | Other | Participant Group |
Primary outcome
Nursing Process Knowledge Test
Time frame: 3 weeks before the intervention (before the theoretical nursing training) 2 weeks before the intervention (after the theoretical nursing process training) Directly after the intervention
The form developed by the researcher in line with the literature regarding the stages of the Nursing Process consists of a total of 25 questions. Each correct answer is worth 4 points, with a maximum possible score of 100. The students' scores, whether low or high, will indicate their level of knowledge on the subject.
Skill in Applying the Nursing Care Plan
Time frame: 1 week before the intervention (the first Nursing Process case study given after the theoretical nursing training) 2 weeks after the intervention (the second Nursing Process case study given after the intervention)
To evaluate the quality and effectiveness of nursing process records, the "Quality Measurement Tool for Nursing Diagnoses, Interventions, and Outcomes" will be used. The scale consists of four sub-dimensions (Nursing Diagnoses as Process, Nursing Diagnoses as Outcomes, Nursing Interventions, and Nursing-Sensitive Patient Outcomes) and a total of 29 items. Higher scores on the scale indicate an increase in the quality of the nursing care plan.
Self-Efficacy
Time frame: 3 weeks before the intervention 2 weeks after the intervention
To determine nursing students' self-efficacy perceptions regarding clinical performance, the "Self-Efficacy Scale in Clinical Performance" will be used. The scale consists of a total of 37 items. It is a Likert-type scale with four sub-dimensions: data collection, diagnosis, implementation, and evaluation. The minimum possible mean item score is 0, and the maximum possible mean item score is 100. A higher score indicates a higher level of self-efficacy in clinical performance, while a lower score indicates a lower level of self-efficacy in clinical performance.
Team Collaboration
Time frame: 3 weeks before the intervention Directly after the intervention
To determine individuals' attitudes toward collaboration and their tendency to collaborate, the "Collaboration Scale" will be used. The scale consists of 11 items. It is a Likert-type scale with three sub-dimensions: emotions, behaviors, and beliefs. The minimum possible total score is 11 and the maximum is 55. Higher total scores on the scale indicate a higher tendency for collaboration.
Anxiety
Time frame: 3 weeks before the intervention (Trait Anxiety Inventory) Directly before the intervention (State Anxiety Inventory) Directly after the intervention (State Anxiety Inventory)
To determine individuals' anxiety levels, the State-Trait Anxiety Inventory (STAI) will be used. The scale consists of a total of 40 items and is a four-point Likert-type instrument composed of two subscales: the State Anxiety Inventory (first 20 items) and the Trait Anxiety Inventory (last 20 items). The State Anxiety subscale measures how an individual feels at a particular time and under specific conditions, whereas the Trait Anxiety subscale assesses how an individual generally feels regardless of the situation and conditions. A score between 0-19 indicates no anxiety, 20-39 indicates mild anxiety, 40-59 indicates moderate anxiety, and 60-79 indicates severe anxiety.
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 6 Oct 2026.
- Results publication: PubMed 34544010Chang YY, Chao LF, Xiao X, Chien NH. Effects of a simulation-based nursing process educational program: A mixed-methods study. Nurse Educ Pract. 2021 Oct;56:103188. doi: 10.1016/j.nepr.2021.103188. Epub 2021 Sep 3.
- Results publication: PubMed 36871387Ordu Y, Caliskan N. The effects of virtual gaming simulation on nursing students' diagnosis, goal setting, and diagnosis prioritization: A randomized controlled trial. Nurse Educ Pract. 2023 Mar;68:103593. doi: 10.1016/j.nepr.2023.103593. Epub 2023 Mar 2.
- Results publication: PubMed 38087301Chen D, Liu F, Zhu C, Tai C, Zhang Y, Wang X. The effect of an escape room game on college nursing students' learning attitude and game flow experiences in teaching safe medication care for the elderly: an intervention educational study. BMC Med Educ. 2023 Dec 12;23(1):945. doi: 10.1186/s12909-023-04961-3.
- Results publication: PubMed 34886502Molina-Torres G, Sandoval-Hernandez I, Ropero-Padilla C, Rodriguez-Arrastia M, Martinez-Cal J, Gonzalez-Sanchez M. Escape Room vs. Traditional Assessment in Physiotherapy Students' Anxiety, Stress and Gaming Experience: A Comparative Study. Int J Environ Res Public Health. 2021 Dec 3;18(23):12778. doi: 10.3390/ijerph182312778.
- Results publication: PubMed 39566365Rushdan EE, Mohamed MAE, Abdelhalim GE, El-Ashry AM, Ali HFM. Effect of an escape room as a gamification evaluation tool on clinical reasoning and teamwork skills among nursing students: A quasi-experimental study. Nurse Educ Pract. 2025 Jan;82:104188. doi: 10.1016/j.nepr.2024.104188. Epub 2024 Nov 14.
- Results publication: PubMed 37924674Quek LH, Tan AJQ, Sim MJJ, Ignacio J, Harder N, Lamb A, Chua WL, Lau ST, Liaw SY. Educational escape rooms for healthcare students: A systematic review. Nurse Educ Today. 2024 Jan;132:106004. doi: 10.1016/j.nedt.2023.106004. Epub 2023 Oct 24.
- Results publication: PubMed 38804424Gonzalez-de la Torre H, Hernandez-De Luis MN, Mies-Padilla S, Camacho-Bejarano R, Verdu-Soriano J, Rodriguez-Suarez CA. Effectiveness of "Escape Room" Educational Technology in Nurses' Education: A Systematic Review. Nurs Rep. 2024 May 13;14(2):1193-1211. doi: 10.3390/nursrep14020091.
- Results publication: PubMed 37857101Kalu F, Wolsey C, Enghiad P. Undergraduate nursing students' perceptions of active learning strategies: A focus group study. Nurse Educ Today. 2023 Dec;131:105986. doi: 10.1016/j.nedt.2023.105986. Epub 2023 Oct 17.
- Results publicationRajabpoor, M., Zarifnejad, G. H., Mohsenizadeh, S. M., Mazloum, S. R., Pourghaznein, T., Mashmoul, A. & Mohammad, A. (2018). Barriers to the implementation of nursing process from the viewpoint of faculty members, nursing managers, nurses, and nursing students. Journal of Holistic Nursing and Midwifery, 28(2), 137-142.
- Results publicationRajabpoor M, Zarifnejad GH, Mohsenizadeh SM, Mazloum SR, Pourghaznein T, Mashmoul A, Mohammad A. Barriers to the implementation of nursing process from the viewpoint of faculty members, nursing managers, nurses, and nursing students. J Holist Nurs Midwifery. 2018;28(2):137-42.
- Individual participant dataSharing planned: No. Individual participant data (IPD) will not be shared because the study is conducted as part of a doctoral thesis, and the collected data will be used only for the purposes of the study and related publications
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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.
Aylin ÖZAKGÜL study director
Istanbul University - Cerrahpasa
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Excape room game in people with Nursing Education and ESCAPE ROOM, run by Bezmialem Vakif University at 1 site 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 1 inclusion and 1 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 6 Oct 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site 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?
Nursing Process Knowledge Test (time frame: 3 weeks before the intervention (before the theoretical nursing training) 2 weeks before the intervention (after the theoretical nursing process training) Directly after the intervention). The study lists 5 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT07143643, which also lists 10 linked publications.
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 6 Oct 2026.