{"title":"The Effect of Emergency Escape Room Simulation on Knowledge, Anxiety, and Satisfaction Levels of Students: A Randomized Controlled Trial.","authors":"Hacer Ozel, Elif Gezginci Akpinar","doi":"10.1177/2161783X251378638","DOIUrl":null,"url":null,"abstract":"<p><p><b><i>Background:</i></b> The aim of this study is to determine the effect of escape room simulation intervention on the knowledge, anxiety, and satisfaction levels of students in emergency nursing education. <b><i>Methods:</i></b> This randomized controlled study was conducted with 40 students studying at the nursing faculty of a university in Istanbul. The students in the intervention group (<i>n</i> = 20) were given an escape room simulation intervention related to emergency nursing education. The students in the control group (<i>n</i> = 20) were not given any intervention other than the traditional education method. Data were collected using the Knowledge Test, State Anxiety Scale, and Visual Analog Scale for satisfaction. <b><i>Results:</i></b> The knowledge level of the students in the intervention group measured immediately after the education (<i>P</i> = 0.003), 1 week after the education (<i>P</i> < 0.001), and 1 month after the education (<i>P</i> < 0.001) was found to be significantly higher than that of the control group. While no significant difference was found in anxiety levels before and after the education between the groups, a significant difference was found in anxiety levels before and after the training in the intervention group (<i>P</i> < 0.001). The satisfaction level measured immediately after the education was found to be significantly higher in the intervention group than in the control group (<i>P</i> < 0.001). <b><i>Conclusion:</i></b> This study show that escape room simulation increased emergency nursing knowledge and satisfaction and reduced anxiety levels of the students. It is recommended that escape room simulation intervention be used in more studies in nursing education. The study was registered on ClinicalTrials.gov.tr with the number NCT06619119.</p>","PeriodicalId":47401,"journal":{"name":"Games for Health Journal","volume":" ","pages":""},"PeriodicalIF":2.8000,"publicationDate":"2025-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Games for Health Journal","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1177/2161783X251378638","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH","Score":null,"Total":0}
引用次数: 0
Abstract
Background: The aim of this study is to determine the effect of escape room simulation intervention on the knowledge, anxiety, and satisfaction levels of students in emergency nursing education. Methods: This randomized controlled study was conducted with 40 students studying at the nursing faculty of a university in Istanbul. The students in the intervention group (n = 20) were given an escape room simulation intervention related to emergency nursing education. The students in the control group (n = 20) were not given any intervention other than the traditional education method. Data were collected using the Knowledge Test, State Anxiety Scale, and Visual Analog Scale for satisfaction. Results: The knowledge level of the students in the intervention group measured immediately after the education (P = 0.003), 1 week after the education (P < 0.001), and 1 month after the education (P < 0.001) was found to be significantly higher than that of the control group. While no significant difference was found in anxiety levels before and after the education between the groups, a significant difference was found in anxiety levels before and after the training in the intervention group (P < 0.001). The satisfaction level measured immediately after the education was found to be significantly higher in the intervention group than in the control group (P < 0.001). Conclusion: This study show that escape room simulation increased emergency nursing knowledge and satisfaction and reduced anxiety levels of the students. It is recommended that escape room simulation intervention be used in more studies in nursing education. The study was registered on ClinicalTrials.gov.tr with the number NCT06619119.
期刊介绍：
Games for Health Journal is the first peer-reviewed journal dedicated to advancing the impact of game research, technologies, and applications on human health and well-being. This ground-breaking publication delivers original research that directly impacts this emerging, widely-recognized, and increasingly adopted area of healthcare. Games are rapidly becoming an important tool for improving health behaviors ranging from healthy lifestyle habits and behavior modification, to self-management of illness and chronic conditions to motivating and supporting physical activity. Games are also increasingly used to train healthcare professionals in methods for diagnosis, medical procedures, patient monitoring, as well as for responding to epidemics and natural disasters. Games for Health Journal is a must for anyone interested in the research and design of health games that integrate well-tested, evidence-based behavioral health strategies to help improve health behaviors and to support the delivery of care. Games for Health Journal coverage includes: -Nutrition, weight management, obesity -Disease prevention, self-management, and adherence -Cognitive, mental, emotional, and behavioral health -Games in home-to-clinic telehealth systems
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