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The effect of escape room on nursing students' knowledge of the nursing process and diagnostic accuracy: A randomized
Fatma Dursun Ergezen1, Sinan Aydoğan2, Semiha Aslı Bozkurt3
1Fundamentals of Nursing Department, Nursing Faculty, Akdeniz University, Antalya, Türkiye.
Aim:
To examine the effect of an escape room intervention on nursing students' knowledge of the nursing process and diagnostic accuracy in formulating nursing diagnoses.
Background:
The nursing process is a fundamental component of clinical reasoning, guiding systematic patient assessment and decision-making. An escape room is a student-centered, active learning approach that may support the development and application of knowledge and skills related to the nursing process.
Design:
A randomized controlled study.
Methods:
This study was conducted with 52 first-year nursing students. Students in the intervention group completed a four-station escape room activity. Data were collected using the Nursing Process Knowledge Test and the Clinical Case-Based Nursing Diagnosis Assessment Form. ANCOVA was performed to evaluate the effectiveness of the intervention.
Results:
After controlling for pretest scores, statistically significant differences were found between the intervention and control groups in knowledge of the nursing process and diagnostic accuracy (p < .05). The intervention had medium effects on knowledge of the nursing process (partial η² =.081) and diagnostic accuracy (partial η² =.082), with higher adjusted posttest scores in the intervention group than in the control group.
Conclusions:
The findings indicated that the escape room intervention improved students' knowledge of the nursing process and diagnostic accuracy in formulating nursing diagnoses. The integration of escape room interventions into nursing curricula may support the teaching of the nursing process and the formulation of nursing diagnoses.
Clinical Trials Registration:
NCT07707713.
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