Nursing Students' Views on the Virtual Escape Room Application

Year 2024, Volume: 7 Issue: 3, 836 - 844, 01.12.2024

Gülsüme Satır , Gizem Kaya , Nezihe Kizilkaya Beji

https://doi.org/10.38108/ouhcd.1375579

Abstract

Background: Using the gamification method, which transforms information into a game, is important in increasing the students' motivation and ensuring their active participation. The escape room application, an innovative method and one of the examples of gamification that can be used in the education process, will contribute to the skill development of nursing students.
Objectives: This research was planned to determine the students' opinions about the virtual escape room application in postoperative patient care.
Design: This study is of descriptive and cross-sectional type.
Methods: This study was conducted with 3rd and 4th year nursing students who took the surgical diseases course at the Faculty of Health Sciences of a foundation university in Istanbul between February 2021 and May 2021. Data were collected with Postoperative Nursing Care Form and Personal Information Form. Chi-square analysis was used to determine the relationship between the number percent distribution and the categorical variable in the data analysis.
Results: The mean age of the study participants was 21.74±0.94. 51.1% of the students are women, and 61.8% are 3rd-grade students. They stated that 100% of the students liked the virtual escape game, 32.6% found it fun, and showed knowledge about the surgery lesson. Students did not choose the items I am undecided, disagree, and completely disagree on this 5-point Likert-type scale.
Conclusion: The results obtained from this study showed that nursing students' views about the virtual escape room were positive. They also said they learned and had fun during the virtual escape room game.

Keywords

Nursing, virtual escape room, learning

Ethical Statement

Ethical Approval The study was approved by the Non-Interventional Clinical Research Ethics Committee of Biruni University with dated 29.01.2021 and numbered 2021/47-35.

Supporting Institution

-

Project Number

-

Thanks

Acknowledgements We thank the students who participated to the study.

Hemşirelik Öğrencilerinin Sanal Kaçış Odası Uygulamasına İlişkin Görüşleri

Abstract

Giriş: Öğrencilere bilgiyi sunmada oyuna dönüştürme süreci olan oyunlaştırma yöntemini kullanmak, öğrencilerin motivasyonlarının artması ve aktif katılımlarının sağlanması açısından önemlidir. Eğitim sürecinde kullanılabilecek yenilikçi bir yöntem ve oyunlaştırma örneklerinden biri olan kaçış odası uygulaması hemşirelik öğrencilerinin beceri gelişimine katkı sağlayacaktır.
Amaç: Bu araştırma, öğrencilerin ameliyat sonrası hasta bakımı alanında yapılan sanal kaçış odası uygulamasına ilişkin görüşlerini belirlemek amacıyla planlanmıştır.
Tasarım: Bu çalışma tanımlayıcı ve kesitsel tiptedir.
Yöntem: Bu çalışma Şubat 2021-Mayıs 2021 tarihleri arasında İstanbul’da bulunan bir vakıf üniversitesinin Sağlık Bilimleri Fakültesi’nde cerrahi hastalıklar dersini almış 3. ve 4. sınıf hemşirelik öğrencileri ile yürütülmüştür. Veriler Ameliyat Sonrası Hasta Bakımı Formu ve Ameliyat Sonrası Hasta Bakımı Formu ile toplanmıştır. Verilerin analizinde sayı yüzde dağılımı ve kategorik değişken arasındaki ilişkiyi belirlemek için Ki-kare analizi kullanılmıştır.
Bulgular: Çalışmaya katılan öğrencilerin yaş ortalaması 21,74±0,94’dür. Öğrencilerin %51,1’i kadın, %61,8’i 3. sınıf öğrencisidir. Öğrencilerin %100’ünün sanal kaçış oyununu beğendiği, % 32,6’sının sanal kaçış oyununu eğlenceli bulup cerrahi dersi konusunda bilgi seviyesi gösterdiğini ifade etmişlerdir. Öğrenciler 5’li likert tipte olan bu ölçekte kararsızım, katılmıyorum ve tamamen katılmıyorum maddelerini seçmemişlerdir.
Sonuç: Bu çalışmadan elde edilen sonuçlar hemşirelik öğrencilerinin sanal kaçış odasına ilişkin görüşlerinin olumlu olduğu bulunmuştur. Ayrıca sanal kaçış odası oyunu sırasında hem öğrendiklerini hem eğlendiklerini ifade etmişlerdir.

Keywords

hemşirelik, sanal kaçış odası, öğrenme

Ethical Statement

Etik Onay Çalışma Biruni Üniversitesi Girişimsel Olmayan Klinik Araştırmalar Etik Kurulu tarafından 29.01.2021 tarih ve 2021/47-35 numarasıyla onaylandı.

Supporting Institution

-

Project Number

-

Thanks

Teşekkür Çalışmaya katılan öğrencilerimize teşekkür ederiz.

References

• Adams V, Burger S, Crawford K, Setter R. (2018). Can you escape? Creating an escape room to facilitate active learning. Journal for Nurses in Professional Development, 34(2), E1-E5. https://doi.org/10.1097 /NND.0000000000000433
• Anguas-Gracia A, Subirón-Valera A.B, Antón-Solanas I, Rodríguez-Roca B, Satústegui-Dordá PJ, Urcola-Pardo F. (2021). An evaluation of undergraduate student nurses' gameful experience while playing an escape room game as part of a community health nursing course. Nurse Education Today, 103, 104948. https://doi.org/10.1016/j.nedt.2021.104948
• Badr AF. (2022). The Geriatric virtual escape room in pharmacy education: Female students escape significantly faster than male students. Pharmacy (Basel), 10(2), 36. https://doi.org/10.3390/ pharmacy10020036
• Barker N, Kaulback M, Yocom D. (2020). Fluid and electrolyte escape room. Journal of Nursing Education, 59(5), 298-298. https://doi.org/10.3928 /01484834-20200422-14
• Cesari V, Galgani B, Gemignani A, Menicucci D. (2021). Enhancing qualities of consciousness during online learning via multisensory interactions. Behavioral Sciences, 11(5), 57. https://doi.org/10.3390/bs1105 0057
• Chen T, Li Z, Luo L. (2017). The influencing factors and suggestions about college students lack of learning motivation. Advances in Social Science, Education and Humanities Research, 99, 624-627. Atlantis Press. https://doi.org/10.2991/icsshe-17.2017.156
• Chertoff NG, Thompson AB. (2020). Applied strategies for remote student teaching due to COVID-19. City University of New York.
• Cook TC, Camp-Spivey LJ. (2022). Innovative teaching strategies using simulation for pediatric nursing clinical education during the pandemic: A case study. Academic Medicine, 97(3), S23-S27. https://doi.org/ 10.1097/ACM.0000000000004538
• Cunha MLR, Dellê H, Bergamasco EC, Rocha E Silva TAA. (2023). Nursing students' opinion on the use of Escape ZOOM® as a learning strategy: Observational study. Teaching and Learning in Nursing, 18(1), 91–97. https://doi.org/10.1016/j.teln.2022.09.005
• Day-Black C, Merrill EB, Konzelman L, Williams TT, Hart N. (2015). Gamification: An ınnovative teaching-learning strategy for the digital nursing students in a community health nursing course. The ABNF Journal, 26(4), 90–94.
• Díaz DA, Clapper TC. (2021). Escape rooms: A novel strategy whose time has come. Simulation & Gaming, 52(1), 3-6. https://doi.org/10.1177/1046878120983044
• Dimeo SP, Astemborksi C, Smart J, Jones EL. (2022). A virtual escape room versus lecture on infectious disease content: effect on resident knowledge and motivation. The Western Journal of Emergency Medicine, 23(1), 9-14. https://doi.org/10.5811/ westjem.2021.12.54010
• Garwood J. (2020). Escape to learn! An innovative approach to engage students in learning. Journal of Nursing Education, 59(5), 278-282. https://doi.org/ 10.3928/01484834-20200422-08
• Gómez-Urquiza JL, Gómez-Salgado J, Albendín-García L, Correa-Rodríguez M, González-Jiménez E, & Cañadas-De la Fuente GA. (2019). The impact on nursing students' opinions and motivation of using a “Nursing Escape Room” as a teaching game: A descriptive study. Nurse Education Today, 72, 73-76. https://doi.org/10.1016/j.nedt.2018.10.018
• Guckian J, Sridhar A, Meggitt SJ. (2020). Exploring the perspectives of dermatology undergraduates with an escape room game. Clinical and Experimental Dermatology, 45(2), 153-158. https://doi.org/10.1111 /ced.14039
• Gutiérrez-Puertas L, Márquez-Hernández VV, Román-López P, Rodríguez-Arrastia MJ, Ropero-Padilla C, Molina-Torres G. (2020). Escape rooms as a clinical evaluation method for nursing students. Clinical Simulation in Nursing, 49, 73-80. https://doi.org/ 10.1016/j.ecns.2020.05.010
• Hursman A, Richter LM, Frenzel J, Nice JV, Monson E. (2022). An online escape room used to support the growth of teamwork in health professions students. Journal of Interprofessional Education & Practice, 29, 100545. https://doi.org/10.1016/j.xjep.2022.100545
• Irvine J. (2018). A framework for comparing theories related to motivation in education. Research in Higher Education Journal, 35, 1-30.
• Koçhan E, Akın S. (2018). Evaluation of Knowledge Levels of Nurses about Enteral and Parenteral Nutrition Practices. Journal of Academic Research in Nursing, 4(1), 1-14. https://doi.org/10.5222/jaren. 2018.001
• Kutzin JM. (2019). Escape the room: Innovative approaches to interprofessional education. Journal of Nursing Education, 58(8), 474-480. https://doi.org/ 10.3928/01484834-20190719-07
• López-Belmonte J, Segura-Robles A, Fuentes-Cabrera A, Parra-González ME. (2020). Evaluating activation and absence of negative effect: Gamification and Escape Rooms for learning. International Journal of Environmental Research and Public Health, 17(7), 2224. https://doi.org/10.3390/ijerph17072224
• Makri A, Vlachopoulos D, Martina RA. (2021). Digital escape rooms as innovative pedagogical tools in education: A systematic literature review. Sustainability, 13(8), 4587. https://doi.org/10.3390/ su13084587
• Morrell B, Eukel HN. (2021). Shocking escape: A cardiac escape room for undergraduate nursing students. Simulation & Gaming, 52(1), 72-78. https://doi.org/ 10.1177/1046878120958734
• Morrell BL, Eukel HN, Santurri LE. (2020). Soft skills and implications for future professional practice: Qualitative findings of a nursing education escape room. Nurse Education Today, 93, 104462. https://doi.org/10.1016/j.nedt.2020.104462
• Neumann KL, Alvarado-Albertorio F, Ramírez-Salgado A. (2020). Online approaches for implementing a digital escape room with preservice teachers. Journal of Technology and Teacher Education, 28(2), 415-424.
• Olmaz D, Karakurt P. (2019). The extent to which nurses knowledge and apply the nursing process when giving care. E-Journal of Dokuz Eylul University Nursing Faculty, 12(1), 3-14. Retrieved from https://dergipark.org.tr/tr/pub/deuhfed/issue/53195/705896
• Pozo-Sánchez S, Lampropoulos G, López-Belmonte J. (2022). Comparing gamification models in higher education using face-to-face and virtual escape rooms. Journal of New Approaches in Educational Research, 11(2), 307-322. https://doi.org/10.7821 /naer.2022.7.1025
• Rodríguez-Ferrer JM, Manzano-León A, Fernández-Jiménez C, Aguilar-Parra JM, Cangas AJ, Luque de la Rosa A. (2022). The use of digital escape rooms in nursing education. BMC Medical Education, 22(1), 901. https://doi.org/10.1186/s12909-022-03879-6 Rosenkrantz O, Jensen TW, Sarmasoglu S, Madsen S, Eberhard K, Ersbøll AK, Dieckmann P. (2019). Priming healthcare students on the importance of non-technical skills in healthcare: How to set up a medical escape room game experience. Medical teacher, 41(11), 1285-1292. https://doi.org/10.1080/0142159 X.2019.1636953 Rosillo N, Montes N. (2021). Escape room dual mode approach to teach maths during the COVID-19 Era. Mathematics, 9(20), 2602. https://doi.org/10.3390 /math9202602 Sánchez-Martín J, Corrales-Serrano M, Luque-Sendra A, Zamora-Polo F. (2020). Exit for success. Gamifying science and technology for university students using escape-room. A preliminary approach. Heliyon, 6(7), e04340. https://doi.org/10.1016/j.heliyon.2020 .e043 40
• Smith MM, Davis RG. (2021). Can you escape? The pharmacology review virtual escape room. Simulation & Gaming, 52(1), 79-87. https://doi.org/ 10.1177/1046878120966363
• Taraldsen LH, Haara FO, Lysne MS, Jensen PR, Jenssen ES. (2022). A review on use of escape rooms in education–touching the void. Education Inquiry, 13(2), 184. https://doi.org/10.1080/20004508.2020 .1860284
• Ünver S, Yılmaz M. (2020). The effect of using respiratory exercise diary on regular spirometer use in the postoperative period: A randomized controlled study. Journal of Hacettepe University Faculty of Nursing, 7(2), 161-166. https://doi.org/10.31125/hun hemsire.763179
• Vergne MJ, Smith JD, Bowen RS. (2020). Escape the (remote) classroom: An online escape room for remote learning. Journal of Chemical Education, 97(9), 2845-2848. https://doi.org/10.1021/acs. jchemed.0c00449
• Wynn L. (2021). An escape room simulation focused on renal-impairment for prelicensure nursing students. Teaching and Learning in Nursing, 16(1), 95-99. https://doi.org/10.1016/j.teln.2020.09.006
• Yavuz M. (2017). Ameliyat Sonrası Bakım [En: Postoperative Care]. Karadakovan, A., Eti-Aslan,.F. (Eds). Dahili ve Cerrahi Hastalıklarda Bakım [En: Care in Internal and Surgical Diseases], p: 279-306. Akademisyen Bookstore, Ankara.
• Zhang X, Lee H, Rodriguez C, Rudner J, Chan T, Papangnou D. (2018). Trapped as a group, escape as a team: Applying gamification to incorporate team building skills through and ‘Escape Room’ experience. Cureus, 10(3), e2256. https://doi.org/ 10.7759/cureus.2256