Digital Escape RoomNCT07669480
Game-Based Psychological First Aid Training for Midwifery Students
A study testing Digital Escape Room Game via Genially and Standardized Theoretical Psychological First Aid (PFA) Training in people with Digital Escape Room and Game-Based Learning, run by Saglik Bilimleri Universitesi.
Trial summary
Purpose: This study aims to evaluate the effects of an educational digital escape room game-based Psychological First Aid (PFA) training on the PFA self-efficacy and problem-solving levels of undergraduate midwifery students. Read more about this study
- Who is it for?
- Any age, women onlyHealthy volunteers can take part
- Conditions the study is for
- Digital Escape Room, Game-Based Learning
- What is being tested?
- Digital Escape Room Game via Genially and Standardized Theoretical Psychological First Aid (PFA) Training
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 84 participants
- Where
- No sites listed yet
- Study dates
- 15 Jun 2026to 15 Jul 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 Any age
- Women only
- Healthy volunteers accepted
- Child, Adult, Older adult
Who may be able to join
- Volunteering to participate in the research.
- Having internet access.
- Having a smartphone.
- Having taken the emergency care and first aid course.
- Being an active 2nd-year student in the Midwifery Department of Hamidiye Faculty of Health Sciences, Health Sciences University.
Who cannot join
- Being a passive student in the 2nd year of the Midwifery Department at Hamidiye Faculty of Health Sciences, Health Sciences University.
- Not participating in educational practices.
Trial locations and contacts
No sites are listed yet. Contact the study team or a site near you to ask about taking part.
Sema AKER Res. Ass. contact
About this study
Official title: The Effect of Game-Based Learning-Based Psychological First Aid Training on the Self-Efficacy and Problem-Solving Levels of Midwifery Students
Purpose:
This study aims to evaluate the effects of an educational digital escape room game-based Psychological First Aid (PFA) training on the PFA self-efficacy and problem-solving levels of undergraduate midwifery students.
Read more
Methods:
The study will be conducted as a randomized controlled trial with a pretest, posttest, and follow-up design at the Health Sciences University (SBU), Hamidiye Faculty of Health Sciences, Department of Midwifery during the spring semester of the 2025-2026 academic year. Second-year midwifery students will be randomly assigned to either the intervention group or the control group using a stratified randomization method based on their Grade Point Average (GPA).
Both groups will receive a standardized theoretical PFA training program. In addition to this training, the intervention group will participate in an interactive digital escape room game developed on the Genially platform, consisting of short web-based scenarios under 20 minutes. The control group will receive only the standard theoretical education. Data will be collected at baseline (Week 1), post-intervention (Week 3), and during follow-up phases using the Psychological First Aid Self-Efficacy Scale and the Problem Solving Inventory to compare the behavioral and educational outcomes between the two groups.
Read the detailed description
Midwives play a critical role in providing psychosocial and emergency obstetric support during disasters, conflicts, and public health crises. However, healthcare professionals face high psychological risks, secondary trauma, and burnout during these periods. Enhancing their psychological preparedness, self-efficacy, and problem-solving skills is vital for maternal-child survival rates and healthcare quality. Traditional theoretical methods are increasingly being replaced by game-based learning (GBL) and gamification to improve clinical decision-making. This study utilizes an interactive, scenario-based digital escape room to bridge the gap between theoretical psychological first aid and active problem-solving skills.
- Conditions
- Digital Escape Room, Game-Based Learning
- Being tested
- Digital Escape Room Game via Genially, Standardized Theoretical Psychological First Aid (PFA) Training
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Digital Escape Room Game via GeniallyBehavioural
An interactive, scenario-based educational digital escape room game developed on the Genially platform. The content consists of clinical and psychological emergency midwifery scenarios tailored to last no longer than 20 minutes per session to prevent cognitive overload. It focuses on active problem-solving, triage, and applying PFA principles under stress.
Standardized Theoretical Psychological First Aid (PFA) TrainingOther
A structured classroom-based theoretical training module developed in accordance with international guidelines and expert opinions.
| Study group | Role | What they receive |
|---|---|---|
| Intervention Group (Game-Based PFA Training) | Experimental | Second-year midwifery students in this arm will receive both the standard theoretical training and the interactive digital escape room game. Receives: Behavioral: Digital Escape Room Game via Genially |
| Control Group (Standard PFA Training) | Active comparator | Second-year midwifery students in this arm will receive only the standard theoretical training program during the study period. (Note: They will be cross-over given access to the digital game after all data collection is completed for ethical equity). Receives: Other: Standardized Theoretical Psychological First Aid (PFA) Training |
What is being measured
The primary outcome is the main question the study is designed to answer.
Change from Baseline in Psychological First Aid Self-Efficacy Scale Score Immediately After the Intervention
The Psychological First Aid Self-Efficacy Scale is a 35-item self-report instrument used to evaluate the participants' perceived competence and preparedness in delivering acute psychological first aid during crises. All items are scored on a 5-point Likert-type scale (1 = Strongly Disagree to 5 = Strongly Agree). There are no reverse-scored items. The total score is calculated by summing all responses, ranging from a minimum score of 35 to a maximum score of 175. Higher total scores indicate a superior level of self-efficacy and better psychological readiness in implementing psychological first aid interventions, while lower scores indicate lower self-efficacy.
Measured: Baseline (Day 1, prior to the start of the theoretical training) and immediately after the completion of the educational intervention phase (Week 2/Week 3 boundary, right after the last gaming/theoretical session).
Outcome Measure Title: Change from Baseline in Problem Solving Inventory (PSI) Score Immediately After the Intervention
The Problem Solving Inventory (PSI), originally developed by Heppner and Petersen, is a 32-item self-report instrument that assesses individuals' cognitive perceptions of their own problem-solving behaviors and coping strategies. Items are scored on a 6-point Likert scale. Total scores on the inventory range from a minimum of 32 to a maximum of 192. In terms of clinical and behavioral interpretation, the scoring is inversely aligned: lower total scores indicate that the student perceives themselves as highly competent, sufficient, and successful in problem-solving skills. Conversely, higher total scores reflect a lower perception of problem-solving confidence and perceived insufficiency in coping with challenges.
Measured: Baseline (Day 1, prior to the start of the theoretical training) and immediately after the completion of the educational intervention phase (Week 2/Week 3 boundary, right after the last gaming/theoretical session).
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted25 Jun 2026
- Study start15 Jun 2026 (estimated)
- Primary completion30 Jun 2026 (estimated)
- Study completion15 Jul 2026 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Digital Escape RoomStudies 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 double-blind experimental study
- Masking
- Double blind
- Who is masked
- Participant, Investigator
- Enrolment
- 84 participants (estimated)
Sponsor and investigators
- Lead sponsor
- Saglik Bilimleri Universitesi
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, YASEMİN AYDIN KARTAL, Saglik Bilimleri Universitesi
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07669480
- Sponsor's protocol ID
- SBU-AYDINKARTAL-PFA
- Status last verified
- Jun 2026
- First submitted
- 3 Jun 2026
- Last updated
- 25 Jun 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Study at a glance
From the registry record, last updated by the sponsor on 25 Jun 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effect of Game-Based Learning-Based Psychological First Aid Training on the Self-Efficacy and Problem-Solving Levels of Midwifery Students
- ClinicalTrials.gov ID
- NCT07669480
- Acronym / sponsor ID
- SBU-AYDINKARTAL-PFA
- Conditions
- Digital Escape Room, Game-Based Learning
- Study type
- Interventional
- Recruitment status
- Not yet recruiting
- Enrolment
- 84 participants (estimated)
- Lead sponsor
- Saglik Bilimleri UniversitesiUniversity, hospital or other
- Study start
- 15 Jun 2026 (estimated)
- Primary completion
- 30 Jun 2026 (estimated)
- Study completion
- 15 Jul 2026 (estimated)
- First posted
- 25 Jun 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.
Purpose:
This study aims to evaluate the effects of an educational digital escape room game-based Psychological First Aid (PFA) training on the PFA self-efficacy and problem-solving levels of undergraduate midwifery students.
Methods:
The study will be conducted as a randomized controlled trial with a pretest, posttest, and follow-up design at the Health Sciences University (SBU), Hamidiye Faculty of Health Sciences, Department of Midwifery during the spring semester of the 2025-2026 academic year. Second-year midwifery students will be randomly assigned to either the intervention group or the control group using a stratified randomization method based on their Grade Point Average (GPA).
Both groups will receive a standardized theoretical PFA training program. In addition to this training, the intervention group will participate in an interactive digital escape room game developed on the Genially platform, consisting of short web-based scenarios under 20 minutes. The control group will receive only the standard theoretical education. Data will be collected at baseline (Week 1), post-intervention (Week 3), and during follow-up phases using the Psychological First Aid Self-Efficacy Scale and the Problem Solving Inventory to compare the behavioral and educational outcomes between the two groups.
Detailed description
Midwives play a critical role in providing psychosocial and emergency obstetric support during disasters, conflicts, and public health crises. However, healthcare professionals face high psychological risks, secondary trauma, and burnout during these periods. Enhancing their psychological preparedness, self-efficacy, and problem-solving skills is vital for maternal-child survival rates and healthcare quality. Traditional theoretical methods are increasingly being replaced by game-based learning (GBL) and gamification to improve clinical decision-making. This study utilizes an interactive, scenario-based digital escape room to bridge the gap between theoretical psychological first aid and active problem-solving skills.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Double blind (participant, investigator)
- Number of arms
- 2
- Model description
- Randomized controlled double-blind experimental study
| Arm | Type | Receives |
|---|---|---|
| Intervention Group (Game-Based PFA Training) | Experimental | Behavioral: Digital Escape Room Game via GeniallySecond-year midwifery students in this arm will receive both the standard theoretical training and the interactive digital escape room game. |
| Control Group (Standard PFA Training) | Active comparator | Other: Standardized Theoretical Psychological First Aid (PFA) TrainingSecond-year midwifery students in this arm will receive only the standard theoretical training program during the study period. (Note: They will be cross-over given access to the digital game after all data collection is completed for ethical equity). |
Who may qualify
- Sex
- Female only
- Healthy volunteers
- Accepted
- Age groups
- Child, Adult, Older adult
Key inclusion criteria (5 listed)
- Volunteering to participate in the research.
- Having internet access.
- Having a smartphone.
- Having taken the emergency care and first aid course.
- Being an active 2nd-year student in the Midwifery Department of Hamidiye Faculty of Health Sciences, Health Sciences University.
Key exclusion criteria (2 listed)
- Being a passive student in the 2nd year of the Midwifery Department at Hamidiye Faculty of Health Sciences, Health Sciences University.
- Not participating in educational practices.
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 |
|---|---|---|
| Digital Escape Room Game via GeniallyAn interactive, scenario-based educational digital escape room game developed on the Genially platform. The content consists of clinical and psychological emergency midwifery scenarios tailored to last no longer than 20 minutes per session to prevent cognitive overload. It focuses on active problem-solving, triage, and applying PFA principles under stress. | Behavioural | Intervention Group (Game-Based PFA Training) |
| Standardized Theoretical Psychological First Aid (PFA) TrainingA structured classroom-based theoretical training module developed in accordance with international guidelines and expert opinions. | Other | Control Group (Standard PFA Training) |
Primary outcome
Change from Baseline in Psychological First Aid Self-Efficacy Scale Score Immediately After the Intervention
Time frame: Baseline (Day 1, prior to the start of the theoretical training) and immediately after the completion of the educational intervention phase (Week 2/Week 3 boundary, right after the last gaming/theoretical session).
The Psychological First Aid Self-Efficacy Scale is a 35-item self-report instrument used to evaluate the participants' perceived competence and preparedness in delivering acute psychological first aid during crises. All items are scored on a 5-point Likert-type scale (1 = Strongly Disagree to 5 = Strongly Agree). There are no reverse-scored items. The total score is calculated by summing all responses, ranging from a minimum score of 35 to a maximum score of 175. Higher total scores indicate a superior level of self-efficacy and better psychological readiness in implementing psychological first aid interventions, while lower scores indicate lower self-efficacy.
Outcome Measure Title: Change from Baseline in Problem Solving Inventory (PSI) Score Immediately After the Intervention
Time frame: Baseline (Day 1, prior to the start of the theoretical training) and immediately after the completion of the educational intervention phase (Week 2/Week 3 boundary, right after the last gaming/theoretical session).
The Problem Solving Inventory (PSI), originally developed by Heppner and Petersen, is a 32-item self-report instrument that assesses individuals' cognitive perceptions of their own problem-solving behaviors and coping strategies. Items are scored on a 6-point Likert scale. Total scores on the inventory range from a minimum of 32 to a maximum of 192. In terms of clinical and behavioral interpretation, the scoring is inversely aligned: lower total scores indicate that the student perceives themselves as highly competent, sufficient, and successful in problem-solving skills. Conversely, higher total scores reflect a lower perception of problem-solving confidence and perceived insufficiency in coping with challenges.
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 25 Jun 2026.
- Individual participant dataSharing planned: No
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.
Sema AKER Res. Ass. contact
Questions about this trial
What is this clinical trial studying?
A study testing Digital Escape Room Game via Genially and Standardized Theoretical Psychological First Aid (PFA) Training in people with Digital Escape Room and Game-Based Learning, run by Saglik Bilimleri Universitesi.
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 5 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 25 Jun 2026. Status can change between updates, so confirm with the study contact before making plans.
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 Yasemin AYDIN KARTAL Prof. Dr. ((0216) 777 87 77, yasemin.aydin@sbu.edu.tr), or a site near the patient. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Change from Baseline in Psychological First Aid Self-Efficacy Scale Score Immediately After the Intervention (time frame: Baseline (Day 1, prior to the start of the theoretical training) and immediately after the completion of the educational intervention phase (Week 2/Week 3 boundary, right after the last gaming/theoretical session).). The study lists 2 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 25 Jun 2026; AzTrials last refreshed its copy on 31 Oct 2026.