The Effect of an ARCS Model-Based Escape Room Simulation on Nursing Students' Knowledge, Motivation, and Self-Efficacy Regarding Surgical Site Infections

Condition(s) studied

Investigational drug(s) / intervention(s)

Escape Room Simulation: 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 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 (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?

Eligibility

Primary outcome measure(s)

• CAE Prevention Knowledge Test (pre-test-post-test) — 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 — 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) — 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 — 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).

Trial sites (1)

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