Surgical Site InfectionsNCT07551973
The Effect of an ARCS Model-Based Escape Room Simulation on Nursing Students' Knowledge, Motivation, and Self-Efficacy Regarding Surgical Site Infections
A study testing Escape Room Simulation in people with Surgical Site Infections and ARSC Motivation Model, run by Ankara Yildirim Beyazıt University at 1 site in Turkey (Türkiye).
Trial summary
The study is designed as a randomized controlled trial with an experimental and control group, using a pre-test, post-test, and follow-up test design. All students who agreed to participate in the study will complete the "Demographic Information Form," the "Knowledge Test on the Prevention of Surgical Site Infections… Read more about this study
- Who is it for?
- Ages 18 to 30 yearsHealthy volunteers can take part
- Conditions the study is for
- Surgical Site Infections, ARSC Motivation Model, Escape Room Simulation
- What is being tested?
- Escape Room Simulation
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 60 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 1 May 2026to 30 Jun 2026
- Phase
- Interventional
- Are there results?
- Not yet: the study is under way
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 to 30 years
- All sexes
- Healthy volunteers accepted
- Adult
Who may be able to join
- Being a nursing undergraduate student
- Voluntarily agreeing to participate in the study
Who cannot join
- Being a graduate of any health sciences program
- Having prior experience with an escape room simulation
Trial locations and contacts
1 site in 1 country. Contact the study team or a site near you to ask about taking part.
Turkey (Türkiye)1 site
Ankara Yildirim Beyazit University
Ankara
Tuba Yilmazer, PhD, 05079552804, tyilmazer@aybu.edu.tr
About this study
The study is designed as a randomized controlled trial with an experimental and control group, using a pre-test, post-test, and follow-up test design.
All students who agreed to participate in the study will complete the "Demographic Information Form," the "Knowledge Test on the Prevention of Surgical Site Infections (pre-test)," the "Teaching Material Motivation Scale (pre-test)," and the "Nursing Students' Academic Self-Efficacy Scale (pre-test)." Students will be assigned to the experimental and control groups using simple randomization based on their scores on the Surgical Site Infections Prevention Knowledge Test.
Read more
Students in the experimental group will be briefed on the topic of Surgical Site Infections (CAE) prevention by the researcher. Following the training, an escape room simulation designed according to the ARSC Motivation Model will be conducted. Each escape room simulation will be conducted with 6 students and will consist of a pre-briefing session, the escape room simulation activity, and a debriefing session. During the pre-briefing session, the simulation objectives, the purpose of the scenario, the roles within the scenario, and the game rules will be explained, and the escape room and the standard patient will be briefly introduced to the students in the meeting room. Following this, the students will carry out the scenario and game activities (KAHOOT, Board Game, Card Game, Word Cloud, Crossword Puzzle) in the simulation laboratory, which has been set up as an escape room, accompanied by a standard patient. The researcher will serve as a facilitator during the escape room simulation. If the expected steps are not performed correctly or the game activity is not successfully completed during the session, the team has the right to request a hint from the facilitator. Immediately after the escape room simulation is completed, a debriefing session will be held. The debriefing session, lasting approximately 20-30 minutes per team, will take place in the meeting room located directly across from the escape room. During the debriefing session, students will be encouraged to express their feelings and thoughts, and the researcher will provide feedback.
All students in the control group will receive instruction on the topic of Surgical Site Infection prevention using the traditional teaching method by the researcher.
After the training is completed and 1. month, all students will be administered the "Surgical Site Infection Prevention Knowledge Test (post-test)," the "Teaching Material Motivation Scale (post-test)," and the "Nursing Students' Academic Self-Efficacy Scale (post-test)." Research Questions Does an ARCS-model-based escape room simulation increase nursing students' knowledge levels regarding surgical site infections? Does an ARCS-model-based escape room simulation increase nursing students' learning motivation regarding surgical site infections? Does an ARCS-model-based escape room simulation increase nursing students' self-efficacy regarding surgical site infections?
Read the detailed description
Supporting learning motivation is of great importance when implementing innovative learning approaches in nursing education. The ARCS model, which is among the models that help students become more active in the learning process by increasing their motivation, consists of four components: Attention, Relevance, Confidence, and Satisfaction. The Attention component involves determining how attention is managed and directed, and channeling it toward appropriate stimuli. The Relevance component focuses on how the learner's needs are met to foster a positive attitude. To increase interest in the learning process, connections can be made with prior experiences. The confidence component involves instilling belief in the learner's ability to succeed. The satisfaction component, meanwhile, concerns how the learner's success is supported through internal and external rewards. It increases students' learning motivation, enhances their self-efficacy, makes learning more enduring, and strengthens critical thinking skills. The literature indicates that while studies using the ARCS model in nursing education were limited in the past, they have been rapidly increasing in recent times.
Escape room simulations, which are among the innovative learning methods in nursing education, have been shown to enhance students' clinical decision-making, communication, teamwork, and problem-solving skills, and studies on this topic in the literature are rapidly increasing. It is believed that implementing the escape room simulation under the guidance of the ARCS model can support students' learning motivation and thereby enhance the quality of education. Surgical site infection (SSI) is defined as infections occurring at the incision site, organ, or cavity following a surgical procedure. SSI prolongs the patient's hospital stay and delays the recovery process. In addition to these, it leads to complications and increases the mortality rate. It also results in increased costs for the hospital. Nursing education plays a significant role in preventing SSI and accelerating the recovery process by ensuring continuity of care. No study has been found in the literature examining the application of an escape room simulation based on the ARCS model on nursing students. Accordingly, it is anticipated that escape room simulations based on the ARCS model will enhance nursing students' knowledge regarding surgical site infections, as well as their learning motivation and self-efficacy levels.
Materials and Methods The research was planned as a randomized controlled trial.
Hypotheses:
H1: An escape room simulation based on the ARCS model increases nursing students' knowledge levels regarding surgical site infections.
H2: An ARCS-model-based escape room simulation increases nursing students' motivation to learn about surgical site infections.
H3: An ARCS-model-based escape room simulation increases nursing students' self-efficacy regarding surgical site infections.
Study Location and Characteristics This research will be conducted with students of the Nursing Department of Başkent University Faculty of Health Sciences between May 01, 2026 and June 30, 2026. The research will be conducted in the Professional Skills Laboratory of Başkent University Faculty of Health Sciences.
Research Population and Sample The study population will consist of 85 second-year students. The study sample will consist of students who meet the inclusion criteria and do not meet the exclusion criteria.
Inclusion criteria for the study:
- Being a nursing undergraduate student
- Voluntarily agreeing to participate in the study
Exclusion criteria for the study:
- Being a graduate of any health sciences program
- Having prior experience with an escape room simulation
Data to be excluded:
- Students who do not complete the research process for any reason will be excluded from the study.
Within the scope of the "Differentiation and Care in Health Conditions 1" course, the topic of surgical site infections is covered theoretically over two class hours in the second year. The theoretical content of the courses is presented by faculty members using lecture, question-and-answer, and discussion methods.
Randomization Students will be assigned to experimental and control groups using a simple randomization method based on their average scores on a knowledge test regarding the prevention of surgical site infections. A power analysis was conducted to determine the study's sample size. A power analysis was conducted to determine the study's sample size. The G-Power 3.1.9.7 statistical software was used to calculate the study's sample size. The power analysis determined that the study must be conducted with a total of 54 students, with at least 27 students in the experimental group and 27 in the control group. Taking data loss into account, the sample size was increased by 10%, aiming to reach 60 students.
Data Collection Tools The data for the study will be collected using the "Demographic Information Form," the "CAE Prevention Knowledge Test," the "Teaching Materials Motivation Scale," and the "Nursing Students' Academic General Self-Efficacy Scale." Demographic Characteristics Form; this form was prepared by the researchers. The form consists of 4 questions regarding the students' demographic characteristics (age, gender, frequency of computer use, frequency of smartphone use) CAE Prevention Knowledge Test (pre-test-post-test); A questionnaire developed by the researcher based on the literature will be used to assess nurses' knowledge regarding the prevention of surgical site infections. The form was reviewed by 7 experts and finalized.
Teaching Materials Motivation Scale; This scale is structured based on the ARCS motivation model developed by Keller (2009) and adapted into Turkish by Dinçer and Doğanay (2016). The scale consists of a total of 33 items and four subscales (Attention, Level of Interest, Confidence, and Satisfaction).
The scale's Cronbach's alpha values are reported as 0.96 overall, 0.89 for attention, 0.81 for level of interest, 0.90 for confidence, and 0.92 for satisfaction. The scale is evaluated using a 5-point Likert-type scale, and the total score range is 33-165; higher scores are interpreted as indicating higher motivation. The lower and upper score ranges are classified as very low (33-37) and very high (161-165), respectively.
Academic Nurse Self-Efficacy Scale (ANSEs):
Developed by Bulfone et al. (2019) to assess the academic self-efficacy of nursing students at the undergraduate level, and validated and reliability-tested in Turkish by Aktay and Çiçek Korkmaz (2023), the scale consists of 14 items and four subscales. The scale includes internal emotion regulation (items 1, 2, 3), self-control behavior (items 4, 5, 6, 7), external emotion regulation (items 8, 9, 10, 11), and sociability (items 12, 13, 14). The items on this scale are scored on a 1-5 scale, and the question "How much do you trust yourself?" is scored using a 5-point Likert scale (1 = I do not trust myself at all, 5 = I trust myself very much). As the scores on the scale increase, nursing students' academic self-efficacy also increases. The scale does not contain any reverse-scored items. The Cronbach's alpha value of the original scale is 0.84, and in this study, it is 0.82.
- Being tested
- Escape Room Simulation
- Medical subject headings
- Surgical Wound Infection
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Escape Room SimulationOther
Students in the experimental group will receive instruction on CAE prevention from the researcher. Following the training, an escape room simulation designed according to the ARSC Motivation Model will be conducted. Each escape room simulation will be conducted with 6 students and will consist of a pre-briefing session, the escape room simulation activity, and a debriefing session. During the pre-briefing session, the simulation objectives, the purpose of the scenario, the roles within the scenario, and the game rules will be explained, and the escape room and the standard patient will be briefly introduced to the students in the meeting room. Following this, the students will carry out the scenario and game activities (KAHOOT, Board Game, Card Game, Word Cloud, Crossword Puzzle) in the simulation laboratory, which has been set up as an escape room, accompanied by a standard patient. The researcher will serve as a facilitator during the escape room simulation. If the expected steps are
| Study group | Role | What they receive |
|---|---|---|
| Experimental | Experimental | All students who agree to participate in the study will be administered the "Demographic Information Form," the "CAE Prevention Knowledge Test (pre-test)," the "Teaching Material Motivation Scale (pre-test)," and the "Nursing Students' Academic Self-Efficacy Scale (pre-test)." Students in the experimental group will receive instruction on CAE prevention from the researcher. Following the training, an escape room simulation designed according to the ARSC Motivation Model will be conducted. Each escape room simulation will be conducted with 6 students and will consist of a pre-briefing session, the escape room simulation activity, and a debriefing session. During the pre-briefing session, the simulation objectives, the purpose of the scenario, the roles within the scenario, and the game rules will be explained, and the escape room and the standard patient will be briefly introduced to the students in the meeting room. Following this, the students will carry out the scenario and game ac Receives: Other: Escape Room Simulation |
| Control | No intervention | All students who agree to participate in the study will be administered the "Demographic Information Form," the "CAE Prevention Knowledge Test (pre-test)," the "Teaching Material Motivation Scale (pre-test)," and the "Nursing Students' Academic Self-Efficacy Scale (pre-test)." All students in the control group will receive instruction on the CAE prevention topic using traditional teaching methods provided by the researcher. After the training is completed and at the end of the first month, all students will be administered the "CAE Prevention Knowledge Test (post-test)," "Teaching Material Motivation Scale (post-test)," and "Nursing Students' Academic Self-Efficacy Scale (post-test)." |
What is being measured
The primary outcome is the main question the study is designed to answer.
CAE Prevention Knowledge Test (pre-test-post-test)
A questionnaire developed by the researcher based on the literature will be used to assess nurses' knowledge regarding the prevention of surgical site infections. The form was reviewed by 7 experts and finalized.
Measured: Day 1 (pre-education), Day 1 (post-education) and Day 30 (post-education)
Teaching Materials Motivation Scale
This scale is structured based on the ARCS motivation model developed by Keller (2009) and adapted into Turkish by Dinçer and Doğanay (2016). The scale consists of a total of 33 items and four subscales (Attention, Level of Interest, Confidence, and Satisfaction).
The scale's Cronbach's alpha values are reported as 0.96 overall, 0.89 for attention, 0.81 for interest level, 0.90 for confidence, and 0.92 for satisfaction. The scale is assessed using a 5-point Likert-type scale, and the total score range is 33-165; higher scores are interpreted as indicating higher motivation. The lower and upper score ranges are classified as very low (33-37) and very high (161-165), respectively.
Measured: Day 1 (pre-education), Day 1 (post-education) and Day 30 (post-education)
Academic Nurse Self-Efficacy Scale (ANSEs)
developed by Bulfone et al. (2019) to assess the academic self-efficacy of nursing students at the undergraduate level, and for which Aktay and Çiçek Korkmaz (2023) conducted a validity and reliability study in Turkish, the scale consists of 14 items and four subscales. The scale includes internal emotion regulation (items 1, 2, 3), self-control behavior (items 4, 5, 6, 7), external emotion regulation (items 8, 9, 10, 11), and sociability (items 12, 13, 14). The items on this scale are scored on a 1-5 scale, and the question "How much do you trust yourself?" is scored using a 5-point Likert scale (1 = I do not trust myself at all, 5 = I trust myself very much). As the scores on the scale increase, nursing students' academic self-efficacy also increases. The scale does not contain any reverse-scored items. The Cronbach's alpha value of the original scale is 0.84, and in this study, it is 0.82.
Measured: Day 1 (pre-education), Day 1 (post-education) and Day 30 (post-education)
Demographic Information Form
this form was prepared by the researchers. The form consists of 4 questions regarding the students' demographic characteristics (age, gender, frequency of computer use, frequency of smartphone use) (age in years; frequency of computer and smartphone use in hours).
Measured: Day 1 (pre-education), Day 1 (post-education) and Day 30 (post-education)
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted27 Apr 2026
- Study start1 May 2026 (estimated)
- Primary completion30 Jun 2026 (estimated)
- Study completion30 Jun 2026 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Surgical Site InfectionsStudies 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
- Supportive care
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind
- Who is masked
- Participant
- Enrolment
- 60 participants (estimated)
Sponsor and investigators
- Lead sponsor
- Ankara Yildirim Beyazıt University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Tuba Yılmazer, Ankara Yildirim Beyazıt University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07551973
- Sponsor's protocol ID
- ARCSEscapeRoom
- Status last verified
- Apr 2026
- First submitted
- 15 Apr 2026
- Last updated
- 27 Apr 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
Study at a glance
From the registry record, last updated by the sponsor on 27 Apr 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effect of an ARCS Model-Based Escape Room Simulation on Nursing Students' Knowledge, Motivation, and Self-Efficacy Regarding Surgical Site Infections
- ClinicalTrials.gov ID
- NCT07551973
- Acronym / sponsor ID
- ARCSEscapeRoom
- Study type
- Interventional
- Recruitment status
- Not yet recruiting
- Enrolment
- 60 participants (estimated)
- Lead sponsor
- Ankara Yildirim Beyazıt UniversityUniversity, hospital or other
- Study start
- 1 May 2026 (estimated)
- Primary completion
- 30 Jun 2026 (estimated)
- Study completion
- 30 Jun 2026 (estimated)
- First posted
- 27 Apr 2026 (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.
The study is designed as a randomized controlled trial with an experimental and control group, using a pre-test, post-test, and follow-up test design.
All students who agreed to participate in the study will complete the "Demographic Information Form," the "Knowledge Test on the Prevention of Surgical Site Infections (pre-test)," the "Teaching Material Motivation Scale (pre-test)," and the "Nursing Students' Academic Self-Efficacy Scale (pre-test)." Students will be assigned to the experimental and control groups using simple randomization based on their scores on the Surgical Site Infections Prevention Knowledge Test.
Students in the experimental group will be briefed on the topic of Surgical Site Infections (CAE) prevention by the researcher. Following the training, an escape room simulation designed according to the ARSC Motivation Model will be conducted. Each escape room simulation will be conducted with 6 students and will consist of a pre-briefing session, the escape room simulation activity, and a debriefing session. During the pre-briefing session, the simulation objectives, the purpose of the scenario, the roles within the scenario, and the game rules will be explained, and the escape room and the standard patient will be briefly introduced to the students in the meeting room. Following this, the students will carry out the scenario and game activities (KAHOOT, Board Game, Card Game, Word Cloud, Crossword Puzzle) in the simulation laboratory, which has been set up as an escape room, accompanied by a standard patient. The researcher will serve as a facilitator during the escape room simulation. If the expected steps are not performed correctly or the game activity is not successfully completed during the session, the team has the right to request a hint from the facilitator. Immediately after the escape room simulation is completed, a debriefing session will be held. The debriefing session, lasting approximately 20-30 minutes per team, will take place in the meeting room located directly across from the escape room. During the debriefing session, students will be encouraged to express their feelings and thoughts, and the researcher will provide feedback.
All students in the control group will receive instruction on the topic of Surgical Site Infection prevention using the traditional teaching method by the researcher.
After the training is completed and 1. month, all students will be administered the "Surgical Site Infection Prevention Knowledge Test (post-test)," the "Teaching Material Motivation Scale (post-test)," and the "Nursing Students' Academic Self-Efficacy Scale (post-test)." Research Questions Does an ARCS-model-based escape room simulation increase nursing students' knowledge levels regarding surgical site infections? Does an ARCS-model-based escape room simulation increase nursing students' learning motivation regarding surgical site infections? Does an ARCS-model-based escape room simulation increase nursing students' self-efficacy regarding surgical site infections?
Detailed description
Supporting learning motivation is of great importance when implementing innovative learning approaches in nursing education. The ARCS model, which is among the models that help students become more active in the learning process by increasing their motivation, consists of four components: Attention, Relevance, Confidence, and Satisfaction. The Attention component involves determining how attention is managed and directed, and channeling it toward appropriate stimuli. The Relevance component focuses on how the learner's needs are met to foster a positive attitude. To increase interest in the learning process, connections can be made with prior experiences. The confidence component involves instilling belief in the learner's ability to succeed. The satisfaction component, meanwhile, concerns how the learner's success is supported through internal and external rewards. It increases students' learning motivation, enhances their self-efficacy, makes learning more enduring, and strengthens critical thinking skills. The literature indicates that while studies using the ARCS model in nursing education were limited in the past, they have been rapidly increasing in recent times.
Escape room simulations, which are among the innovative learning methods in nursing education, have been shown to enhance students' clinical decision-making, communication, teamwork, and problem-solving skills, and studies on this topic in the literature are rapidly increasing. It is believed that implementing the escape room simulation under the guidance of the ARCS model can support students' learning motivation and thereby enhance the quality of education. Surgical site infection (SSI) is defined as infections occurring at the incision site, organ, or cavity following a surgical procedure. SSI prolongs the patient's hospital stay and delays the recovery process. In addition to these, it leads to complications and increases the mortality rate. It also results in increased costs for the hospital. Nursing education plays a significant role in preventing SSI and accelerating the recovery process by ensuring continuity of care. No study has been found in the literature examining the application of an escape room simulation based on the ARCS model on nursing students. Accordingly, it is anticipated that escape room simulations based on the ARCS model will enhance nursing students' knowledge regarding surgical site infections, as well as their learning motivation and self-efficacy levels.
Materials and Methods The research was planned as a randomized controlled trial.
Hypotheses:
H1: An escape room simulation based on the ARCS model increases nursing students' knowledge levels regarding surgical site infections.
H2: An ARCS-model-based escape room simulation increases nursing students' motivation to learn about surgical site infections.
H3: An ARCS-model-based escape room simulation increases nursing students' self-efficacy regarding surgical site infections.
Study Location and Characteristics This research will be conducted with students of the Nursing Department of Başkent University Faculty of Health Sciences between May 01, 2026 and June 30, 2026. The research will be conducted in the Professional Skills Laboratory of Başkent University Faculty of Health Sciences.
Research Population and Sample The study population will consist of 85 second-year students. The study sample will consist of students who meet the inclusion criteria and do not meet the exclusion criteria.
Inclusion criteria for the study:
- Being a nursing undergraduate student
- Voluntarily agreeing to participate in the study
Exclusion criteria for the study:
- Being a graduate of any health sciences program
- Having prior experience with an escape room simulation
Data to be excluded:
- Students who do not complete the research process for any reason will be excluded from the study.
Within the scope of the "Differentiation and Care in Health Conditions 1" course, the topic of surgical site infections is covered theoretically over two class hours in the second year. The theoretical content of the courses is presented by faculty members using lecture, question-and-answer, and discussion methods.
Randomization Students will be assigned to experimental and control groups using a simple randomization method based on their average scores on a knowledge test regarding the prevention of surgical site infections. A power analysis was conducted to determine the study's sample size. A power analysis was conducted to determine the study's sample size. The G-Power 3.1.9.7 statistical software was used to calculate the study's sample size. The power analysis determined that the study must be conducted with a total of 54 students, with at least 27 students in the experimental group and 27 in the control group. Taking data loss into account, the sample size was increased by 10%, aiming to reach 60 students.
Data Collection Tools The data for the study will be collected using the "Demographic Information Form," the "CAE Prevention Knowledge Test," the "Teaching Materials Motivation Scale," and the "Nursing Students' Academic General Self-Efficacy Scale." Demographic Characteristics Form; this form was prepared by the researchers. The form consists of 4 questions regarding the students' demographic characteristics (age, gender, frequency of computer use, frequency of smartphone use) CAE Prevention Knowledge Test (pre-test-post-test); A questionnaire developed by the researcher based on the literature will be used to assess nurses' knowledge regarding the prevention of surgical site infections. The form was reviewed by 7 experts and finalized.
Teaching Materials Motivation Scale; This scale is structured based on the ARCS motivation model developed by Keller (2009) and adapted into Turkish by Dinçer and Doğanay (2016). The scale consists of a total of 33 items and four subscales (Attention, Level of Interest, Confidence, and Satisfaction).
The scale's Cronbach's alpha values are reported as 0.96 overall, 0.89 for attention, 0.81 for level of interest, 0.90 for confidence, and 0.92 for satisfaction. The scale is evaluated using a 5-point Likert-type scale, and the total score range is 33-165; higher scores are interpreted as indicating higher motivation. The lower and upper score ranges are classified as very low (33-37) and very high (161-165), respectively.
Academic Nurse Self-Efficacy Scale (ANSEs):
Developed by Bulfone et al. (2019) to assess the academic self-efficacy of nursing students at the undergraduate level, and validated and reliability-tested in Turkish by Aktay and Çiçek Korkmaz (2023), the scale consists of 14 items and four subscales. The scale includes internal emotion regulation (items 1, 2, 3), self-control behavior (items 4, 5, 6, 7), external emotion regulation (items 8, 9, 10, 11), and sociability (items 12, 13, 14). The items on this scale are scored on a 1-5 scale, and the question "How much do you trust yourself?" is scored using a 5-point Likert scale (1 = I do not trust myself at all, 5 = I trust myself very much). As the scores on the scale increase, nursing students' academic self-efficacy also increases. The scale does not contain any reverse-scored items. The Cronbach's alpha value of the original scale is 0.84, and in this study, it is 0.82.
Study design
- Primary purpose
- Supportive care
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (participant)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Experimental | Experimental | Other: Escape Room SimulationAll students who agree to participate in the study will be administered the "Demographic Information Form," the "CAE Prevention Knowledge Test (pre-test)," the "Teaching Material Motivation Scale (pre-test)," and the "Nursing Students' Academic Self-Efficacy Scale (pre-test)." Students in the experimental group will receive instruction on CAE prevention from the researcher. Following the training, an escape room simulation designed according to the ARSC Motivation Model will be conducted. Each escape room simulation will be conducted with 6 students and will consist of a pre-briefing session, the escape room simulation activity, and a debriefing session. During the pre-briefing session, the simulation objectives, the purpose of the scenario, the roles within the scenario, and the game rules will be explained, and the escape room and the standard patient will be briefly introduced to the students in the meeting room. Following this, the students will carry out the scenario and game ac |
| Control | No intervention | –All students who agree to participate in the study will be administered the "Demographic Information Form," the "CAE Prevention Knowledge Test (pre-test)," the "Teaching Material Motivation Scale (pre-test)," and the "Nursing Students' Academic Self-Efficacy Scale (pre-test)." All students in the control group will receive instruction on the CAE prevention topic using traditional teaching methods provided by the researcher. After the training is completed and at the end of the first month, all students will be administered the "CAE Prevention Knowledge Test (post-test)," "Teaching Material Motivation Scale (post-test)," and "Nursing Students' Academic Self-Efficacy Scale (post-test)." |
Who may qualify
- Ages
- 18 to 30 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult
Key inclusion criteria (2 listed)
- Being a nursing undergraduate student
- Voluntarily agreeing to participate in the study
Key exclusion criteria (2 listed)
- Being a graduate of any health sciences program
- Having prior experience with an escape room simulation
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 SimulationStudents in the experimental group will receive instruction on CAE prevention from the researcher. Following the training, an escape room simulation designed according to the ARSC Motivation Model will be conducted. Each escape room simulation will be conducted with 6 students and will consist of a pre-briefing session, the escape room simulation activity, and a debriefing session. During the pre-briefing session, the simulation objectives, the purpose of the scenario, the roles within the scenario, and the game rules will be explained, and the escape room and the standard patient will be briefly introduced to the students in the meeting room. Following this, the students will carry out the scenario and game activities (KAHOOT, Board Game, Card Game, Word Cloud, Crossword Puzzle) in the simulation laboratory, which has been set up as an escape room, accompanied by a standard patient. The researcher will serve as a facilitator during the escape room simulation. If the expected steps are | Other | Experimental |
Primary outcome
CAE Prevention Knowledge Test (pre-test-post-test)
Time frame: Day 1 (pre-education), Day 1 (post-education) and Day 30 (post-education)
A questionnaire developed by the researcher based on the literature will be used to assess nurses' knowledge regarding the prevention of surgical site infections. The form was reviewed by 7 experts and finalized.
Teaching Materials Motivation Scale
Time frame: Day 1 (pre-education), Day 1 (post-education) and Day 30 (post-education)
This scale is structured based on the ARCS motivation model developed by Keller (2009) and adapted into Turkish by Dinçer and Doğanay (2016). The scale consists of a total of 33 items and four subscales (Attention, Level of Interest, Confidence, and Satisfaction). The scale's Cronbach's alpha values are reported as 0.96 overall, 0.89 for attention, 0.81 for interest level, 0.90 for confidence, and 0.92 for satisfaction. The scale is assessed using a 5-point Likert-type scale, and the total score range is 33-165; higher scores are interpreted as indicating higher motivation. The lower and upper score ranges are classified as very low (33-37) and very high (161-165), respectively.
Academic Nurse Self-Efficacy Scale (ANSEs)
Time frame: Day 1 (pre-education), Day 1 (post-education) and Day 30 (post-education)
developed by Bulfone et al. (2019) to assess the academic self-efficacy of nursing students at the undergraduate level, and for which Aktay and Çiçek Korkmaz (2023) conducted a validity and reliability study in Turkish, the scale consists of 14 items and four subscales. The scale includes internal emotion regulation (items 1, 2, 3), self-control behavior (items 4, 5, 6, 7), external emotion regulation (items 8, 9, 10, 11), and sociability (items 12, 13, 14). The items on this scale are scored on a 1-5 scale, and the question "How much do you trust yourself?" is scored using a 5-point Likert scale (1 = I do not trust myself at all, 5 = I trust myself very much). As the scores on the scale increase, nursing students' academic self-efficacy also increases. The scale does not contain any reverse-scored items. The Cronbach's alpha value of the original scale is 0.84, and in this study, it is 0.82.
Demographic Information Form
Time frame: Day 1 (pre-education), Day 1 (post-education) and Day 30 (post-education)
this form was prepared by the researchers. The form consists of 4 questions regarding the students' demographic characteristics (age, gender, frequency of computer use, frequency of smartphone use) (age in years; frequency of computer and smartphone use in hours).
Results and safety
This study is still under way. Results are not available in the source record yet.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 27 Apr 2026.
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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.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Escape Room Simulation in people with Surgical Site Infections and ARSC Motivation Model, run by Ankara Yildirim Beyazıt 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 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: opening soon, as of the sponsor's last update on 27 Apr 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?
This study is still under way. Results are not available in the source record yet.
How can a doctor refer a patient or contact the research team?
Contact Tuba Yilmazer, PhD (5079552804, tyilmazer@aybu.edu.tr), or a site near the patient. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
CAE Prevention Knowledge Test (pre-test-post-test) (time frame: Day 1 (pre-education), Day 1 (post-education) and Day 30 (post-education)). The study lists 4 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 27 Apr 2026.