The Effect of Escape Room Simulation on Nursing Students' Knowledge and Academic Self-Efficacy Regarding Stoma Care

Condition(s) studied

Investigational drug(s) / intervention(s)

Escape room simulation: All students who agree to participate in the study will be administered the "Descriptive Characteristics Form", the "Stoma Care and Colostomy Irrigation Knowledge Test (pre-test)", and the "Nursing Students Academic Self-Efficacy Scale (pre-test)". Students in the experimental group will be given a lecture on stoma care and irrigation by the researcher. After the training, an escape room simulation will be conducted. Each escape room simulation will be conducted with 6 students, in the form of a pre-information session, an escape room simulation application, and an analysis session. Immediately after the escape room simulation is completed, a debriefing session will be held. After the debriefing session, and after 1 month the "Stoma Care and Colostomy Irrigation Knowledge Test (post-test)" and the "Nursing Students Academic Self-Efficacy Scale (post-test)" will be administered.

Study summary

This research was planned to determine the effect of escape room simulation on nursing students' knowledge and academic self-efficacy levels regarding stoma care. The research was planned as a randomized controlled trial. This research will be conducted with 60 students of the Nursing Department of Başkent University Faculty of Health Sciences between December 29, 2025 and February 28, 2026. All students who agree to participate in the study will be administered the "Descriptive Characteristics Form", the "Stoma Care and Colostomy Irrigation Knowledge Test (pre-test)", and the "Nursing Students Academic Self-Efficacy Scale (pre-test)". Students will be divided into experimental and control groups using a simple randomization method. Students in the experimental group will be given a lecture on stoma care and irrigation by the researcher. After the training, an escape room simulation will be conducted. Each escape room simulation will be conducted with 6 students, in the form 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, the students will carry out 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 "Stoma Care and Colostomy Irrigation Knowledge Test (post-test)" and the "Nursing Students Academic Self-Efficacy Scale (post-test)" will be administered.

All students in the control group will receive instruction on stoma care and irrigation using traditional teaching methods provided by the researcher. After the training is completed, and after 1 month the "Stoma Care and Colostomy Irrigation Knowledge Test (post-test)" and the "Nursing Students Academic Self-Efficacy 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 increases nursing students' knowledge levels regarding stoma care? Does escape room simulation increases nursing students' academic self-efficacy regarding stoma care?

Eligibility

Primary outcome measure(s)

• Stoma Care and Colostomy Irrigation Knowledge Test (pretest-posttest) — Day 1 (pre-education), Day 1 (post-education) and Day 30 (post-education)
  The Stoma Care and Colostomy Irrigation Knowledge Test, developed and validated by Kulakaç and Çilingir (2024), determines students' knowledge of stoma care and colostomy irrigation. In the form consisting of four-option multiple-choice questions, students' correct answers were evaluated as one point and incorrect answers as zero points. The Stoma Care and Colostomy Irrigation Knowledge Test contains 20 questions on the subject, and the lowest score is zero (0) and the highest is 20. Higher scores indicate higher achievement.
• Nursing Students Academic Self-Efficacy Scale — Day 1 (pre-education), Day 1 (post-education) and Day 30 (post-education)
  Bulfone et al. developed by (2019) to determine the academic self-efficacy of nursing students studying at the undergraduate level, and validated and validated in Turkish by Aktay and Çiçek Korkmaz (2023), the scale consists of 14 items and four sub-dimensions. The scale comprises the following sub-dimensions: internal emotion management (items 1, 2, 3), self-control behavior (items 4, 5, 6, 7), external emotion management (items 8, 9, 10, 11), and sociability (items 12, 13, 14). The item scores range from 1 to 5, and the question "How much confidence do you have in yourself?" is scored using a 5-point Likert scale (1 = I have no confidence in myself, 5 = I have a lot of confidence in myself). As the scores obtained from the scale increase, the academic self-efficacy of nursing students increases. There are no items in the scale that are reverse-scored. The Cronbach alpha value of the original scale is 0.84, while in this study it is 0.82.

Trial sites (1)

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