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Completed

NCT Number: NCT07563348

Escape Room in Pressure Ulcer Education

This randomized controlled trial (RCT) with a pretest-posttest design aimed to determine the effect of a game-based escape room teaching method on intern nursing students' knowledge levels regarding pressure ulcers. The study was conducted at the Faculty of Nursing, Aydın Adnan Menderes University between March and December 2025. A total of 56 senior nursing students were randomly assigned to either the intervention group (n = 28) or the control group (n = 28).

The intervention group received both theoretical instruction and escape room-based learning activities, while the control group received only traditional lecture-based theoretical instruction. Data were collected using the Student Information Form, the Pressure Ulcer Knowledge Assessment Tool 2.0 (PUKAT 2.0-T), and the Gameful Experience Scale (GAMEX).

The primary outcome was the change in pressure ulcer knowledge levels measured using the Pressure Ulcer Knowledge Assessment Tool 2.0 (PUKAT 2.0-T) across three time points: baseline, immediately after theoretical instruction, and 1 month after the intervention.

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Key information

Conditions

Pressure Ulcer Knowledge Game-Based Learning Nursing Education Pressure Ulcer Skin Diseases Skin Ulcer Skin and Connective Tissue Diseases

Age range

18 year–45 year

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

Aydın Adnan Menderes University

Aydin, Turkey (Türkiye)

About this study

This study was designed as a randomized controlled trial (RCT) with repeated measures (pretest-posttest design). After completion of theoretical instruction on pressure ulcers, participants in the intervention group engaged in structured escape room activities, including crossword puzzles, word search tasks, matching exercises, and puzzle-based problem-solving activities. The control group received only traditional lecture-based instruction.

Data were collected at three time points: baseline, immediately after theoretical instruction, and one month after the intervention. Statistical analyses included descriptive statistics, chi-square tests, independent samples t-tests, and two-way repeated measures analysis of variance (ANOVA).

Who can participate

Healthy volunteers accepted: Yes

Only the study team can determine whether someone qualifies for participation.

Inclusion criteria

  • Being a senior nursing student
  • Enrolled in the Nursing Care Management course
  • Aged between 18-45 years
  • Attendance in theoretical and practical sessions
  • Voluntary participation

Exclusion criteria

  • Failure to participate in intervention procedures
  • Absenteeism during the relevant course sessions
  • Prior experience with escape room games

Treatment and study plan

Escape Room-Based Learning

Behavioral

A structured, game-based educational intervention designed to enhance engagement and reinforce knowledge of pressure ulcers. The intervention consisted of multiple interactive learning activities, including crossword puzzles, word search tasks, matching exercises, and puzzle completion activities. These activities were facilitated in a simulated clinical learning environment under instructor supervision. The session was followed by a structured debriefing phase.

Theoretical Instruction

Behavioral

Participants in this group received standard lecture-based theoretical instruction on pressure ulcers delivered in a classroom setting. The instruction included face-to-face teaching using presentation, explanation, discussion, and question-answer techniques. No additional educational intervention or game-based learning activities were applied.

Primary outcomes

  1. Change in Pressure Ulcer Knowledge Level

    Time frame: Day 0 (Baseline, October 24, 2025), Day 0 (Immediately post theoretical instruction, October 24, 2025), and Day 33 (1-month follow-up, November 26, 2025)

    Assessed using the Pressure Ulcer Knowledge Assessment Tool 2.0 (PUKAT 2.0-T). The tool is a 25-item questionnaire with scores ranging from 0 to 25. Higher scores indicate a higher level of knowledge regarding pressure ulcer prevention and management.

Secondary outcomes

  1. Gameful Experience Level [assessed using the Gameful Experience Scale (GAMEX)]

    Time frame: Day 33 (1-month follow-up, November 26, 2025, post-intervention assessment)

    The outcome was assessed using the Gameful Experience Scale (GAMEX) developed by Eppmann, Bekk, and Klein (2018). The original scale consists of 27 items covering six dimensions: enjoyment (6 items), absorption (6 items), creative thinking (4 items), activation (4 items), absence of negative affect (3 items), and dominance (4 items). The total score increases with a more positive gameful experience.

    The Turkish adaptation of the scale was performed by Hatipoğlu and Türker (2018), who conducted validity and reliability analyses. The adapted version consists of 42 items; however, items after item 38 are specific to the marketing field and were excluded in non-marketing studies, including the present study.

    The Turkish version demonstrated high internal consistency with a Cronbach's alpha coefficient of 0.931. Higher scores indicate a more positive gameful experience during the gamified learning intervention.

Sponsors and collaborators

Lead sponsor

Aydin Adnan Menderes University

Other

Registry information

Official study title

Effect of a Game-Based Escape Room Teaching Method on Intern Nursing Students' Knowledge Levels Regarding Pressure Ulcers: A Randomized Controlled Trial

Important dates

Study start
2025
Primary completion
2025
Study completion
2025
First posted
May 4, 2026
Registry last updated
May 4, 2026

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

View the official ClinicalTrials.gov record (opens in a new tab)

This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.

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