Turkiye Klinikleri Journal of Nursing Sciences

.: ORIGINAL RESEARCH
The Effect of Escape Room Teaching Method on Nursing Students' Knowledge and Motivation in the Evaluation of Enhanced Recovery After Surgery Protocol: Cross-Sectional and Interventional Research
Cerrahi Sonrası Hızlandırılmış İyileşme Protokolünün Değerlendirilmesinde Kaçış Odası Öğretim Yönteminin Hemşirelik Öğrencilerinin Bilgi ve Motivasyonlarına Etkisi: Kesitsel ve Girişimsel Araştırma
Refiye AKPOLATa , Füsun TERZİOĞLUb , Azzet YÜKSELc , Tuğba ÖZDEMİRd
aCyprus International University Faculty of Health Sciences, Department of Nursing, Department of Surgical Diseases Nursing, Nicosia, TRNC
bAvrasya University Rectorate, Trabzon, Türkiye
cKocaeli Health and Technology University Faculty of Health Sciences, Department of Nursing, Department of Fundamentals of Nursing, Kocaeli, Türkiye
dİstanbul Gedik University, Faculty of Health Science, Department of Nursing, İstanbul, Türkiye
Turkiye Klinikleri J Nurs Sci. 2025;17(3):677-84
doi: 10.5336/nurses.2024-104887
Article Language: EN
Full Text
ABSTRACT
 Objective: In this study, it was aimed to determine the effect of using the ''Escape Room'' teaching game method on the knowledge and motivation levels of nursing students in the evaluation of the Enhanced Recovery After Surgery (ERAS) protocol. Material and Methods: After 80 students were given theoretical training including the ERAS protocol information, the next day, 56 students who agreed to participate in the research were divided into 11 groups (10 groups: 5, 1 group: 6). They played a game based on riddles and clues in line with the information given. A pre-test and post-test questionnaire consisting of 10 questions, including the students' theoretical knowledge level and the pre-operative phase of the ERAS procedure for learning with games and a Motivation Scale Questionnaire for the Students' Collaborative Game Learning Strategies, were applied. The study lasted a total of 2 days. The collected data were analyzed in the SPSS 23.0 statistical program. Results: It was found that 66.1% of the students participating in the study were female, the mean age of the students was 21.95±0.94 years, and the mean time to escape from the escape room was 5.32±2.02 minutes for all groups. It was determined that the post-test score average of the students regarding the questions asked within the scope of the ERAS protocol (7.33±1.66) was significantly higher than the pre-test score average (6.82±1.47) (p=0.05). Students' scores on the Motivation Scale for Cooperative Game Learning Strategies were also high (65.28±9.23, minimum-maximum: 15-75). Conclusion: The escape room learning method increased the theoretical knowledge acquired by the students. All students stated that they would like to experience a more complex and longer escape room.

Keywords: Escape room; motivation; game education; student nurse; ERAS
ÖZET
 Amaç: Bu çalışmada, Cerrahi Sonrası Hızlandırılmış İyileşme [Enhanced Recovery After Surgery (ERAS)] protokolünün değerlendirilmesinde ''Kaçış Odası'' öğretim oyunu yönteminin kullanılmasının hemşirelik öğrencilerinin bilgi ve öğrenme yöntemine yönelik motivasyon düzeylerine etkisinin belirlenmesi amaçlandı. Gereç ve Yöntemler: 80 öğrenciye ERAS protokolü içeren teorik eğitim verildikten sonra ertesi gün araştırmaya katılmayı kabul eden 56 öğrenci 11 gruba (1 grup: 5, 1 grup: 6) ayrıldı. Verilen bilgiler doğrultusunda bilmece ve ipuçlarına dayalı bir oyun oynadılar. Öğrencilerin teorik bilgi düzeyi ve oyunlarla öğrenmeye yönelik ERAS protokolünün ameliyat öncesi aşamasını içeren 10 sorudan oluşan ön test ve son test anketi ve öğrencilerin İşbirlikçi Oyun Öğrenme Stratejilerine Yönelik Motivasyon Ölçeği anketi uygulandı. Çalışma, toplam 2 gün sürdü. Toplanan veriler SPSS 23.0 istatistik programında analiz edildi. Bulgular: Araştırmaya katılan öğrencilerin %66,1'inin kız olduğu, yaş ortalamasının 21,95±0,94 yıl olduğu, kaçış odasından kaçma süresinin tüm gruplar için ortalama 5,32±2,02 dk olduğu belirlendi. Öğrencilerin ERAS protokolü kapsamında sorulan sorulara ilişkin son test puan ortalamasının (7,33±1,66) ön test puan ortalamasına (6,82±1,47) kıyasla anlamlı düzeyde daha yüksek olduğu tespit edilmiştir (p<0,05). Öğrencilerin İşbirlikçi Oyun Öğrenme Stratejilerine Yönelik Motivasyon Ölçeği puanları da yüksekti (65,28±9,23, minimum-maksimum: 15-75). Sonuç: Kaçış odası öğrenme yönteminin öğrencilerin edindiği teorik bilgileri artırdığı görülmüştür. Öğrencilerin tamamı daha karmaşık ve daha uzun bir kaçış odası deneyimi yaşamak istediklerini belirtti.

Anahtar Kelimeler: Kaçış odası; motivasyon; oyun eğitimi; öğrenci hemşire; ERAS
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