The Effect of Escape Room Simulation on Nursing Students' Clinical Decision-Making and Teamwork Attitudes Regarding Cardiopulmonary Resuscitation

Condition(s) studied

Investigational drug(s) / intervention(s)

Escape room: All students who agree to participate in the study will be administered the Descriptive Characteristics Form, the Clinical Decision-Making Scale in Nursing (pre-test)", and the "Teamwork Attitudes Scale (pre-test)". Students in the experimental group will receive a lecture on cardiopulmonary resuscitation from the researcher. Following the lecture, an escape room simulation will be conducted. Immediately after the escape room simulation is completed, a debriefing session will be held. The debriefing session, lasting approximately 20-30 minutes for each team, will take place in the meeting room located directly opposite the escape room. During the debriefing session, students will be encouraged to express their feelings and thoughts, and feedback will be provided by the researcher. After the debriefing session, and after 1 month the "Clinical Decision-Making Scale in Nursing (post-test)" and the "Teamwork Attitudes Scale (post-test)" will be administered.

Study summary

The study was planned as a randomized controlled trial with a pre-test-post-test-follow-up design involving experimental and control groups.

All students who agree to participate in the study will be administered the Descriptive Characteristics Form, the Clinical Decision-Making Scale in Nursing (pre-test)", and the "Teamwork Attitudes Scale (pre-test)". Students will be assigned to experimental and control groups using a simple randomization method. Students in the experimental group will receive a lecture on cardiopulmonary resuscitation from the researcher. Following the lecture, an escape room simulation will be conducted. Each escape room simulation will be conducted with 6 students, consisting of a pre-information session, an escape room simulation application, and an analysis session. In the pre-information 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 standard patient will be briefly introduced to the students in the meeting room. Then, students will perform the scenario and game activity (KAHOOT, Table Game, Card Game, Word Cloud, Crossword Puzzle) with a standard patient in the simulation laboratory prepared as an escape room. The researcher will act as a facilitator during the escape room simulation application. During the simulation, if the expected steps are not performed correctly or the game activity is not successfully completed, the team has the right to request hints 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 for each team, will take place in the meeting room located directly opposite the escape room. During the debriefing session, students will be encouraged to express their feelings and thoughts, and feedback will be provided by the researcher. After the debriefing session, and after 1 month the "Clinical Decision-Making Scale in Nursing (post-test)" and the "Teamwork Attitudes Scale (post-test)" will be administered.

All students in the control group will be given training on cardiopulmonary resuscitation by the researcher using a traditional training method. After the training is completed, and after 1 month the Clinical Decision-Making Scale in Nursing (post-test) and the "Teamwork Attitudes Scale (post-test)" will be administered.

Data analysis will be performed using the IBM SPSS Statistics 26 software package.

The main research questions are:

Does escape room simulation improve nursing students' clinical decision-making levels regarding cardiopulmonary resuscitation (CPR) practice? Does escape room simulation improve nursing students' teamwork attitudes regarding CPR practice?

Eligibility

Primary outcome measure(s)

• The Clinical Decision Making in Nursing Scale — Day 1 (pre-education), Day 1 (post-education) and Day 30 (post-education)
  The scale, originally developed by Jenkins, shows nursing students' perceptions of clinical decision-making. The Turkish adaptation of the scale was done by Durmaz Edeer and Sarıkaya in 2015. The scale consists of 40 items and 4 sub-dimensions in total, with each sub-dimension containing 10 items. The sub-dimensions of the scale can be listed as: "Exploring options and ideas", "Investigating goals and values", "Evaluating outcomes", and "Researching information and accepting information impartially". Twenty-two of the scale items are positively significant (1, 3, 5, 7, 8, 9, 10, 11, 14, 16, 17, 18, 20, 26, 27, 28, 29, 33, 35, 36, 37, 38) and 18 are negatively significant (2, 4, 6, 12, 13, 15, 19, 21, 22, 23, 24, 25, 30, 31, 32, 34, 39, 40). The scale is a 5-point Likert type, with items rated as follows: 1 point for "never," 2 points for "rarely," 3 points for "occasionally," 4 points for "frequently," and 5 points for "always." The scale allows for a minimum score of 40 and a maximum
• Teamwork Attitudes Scale — Day 1 (pre-education), Day 1 (post-education) and Day 30 (post-education)
  This scale was developed by Baker et al. (2008) to determine individuals' attitudes towards teamwork, and its validity and reliability studies were conducted in our country by Yardımcı et al. (2012). The scale is evaluated using a 5-point Likert scale. In this scale; The Teamwork Attitudes Scale includes 5 sub-dimensions: Team Structure (6 questions), Leadership (6 questions), Situation Monitoring (6 questions), Mutual Support (5 questions), and Communication (5 questions). A minimum score of 28 and a maximum score of 140 can be obtained on the Teamwork Attitudes Scale. A higher score indicates improved teamwork attitudes among employees.

Trial sites (1)

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