The impact of a “clean intermittent catheterisation simulation escape room” on senior nursing students

Abstract

Objective: The study aims to examine the effect of a simulation escape room developed to practice clean intermittent catheterisation on senior nursing students’ knowledge, satisfaction, and self-confidence in learning.

Methods: The study employed a single-group pre- and post-test design. The researchers developed a clean intermittent catheterisation simulation escape room based on Flow Theory. Students participated in the game immediately after receiving clean intermittent catheterisation training. A total of 102 students volunteered to take part in the study. Data were collected using a “Sociodemographic Questionnaire”, “Knowledge Test”, “Self-Evaluation Scale for Simulation Laboratory Practices”, and “Student Satisfaction and Self-Confidence in Learning Scale”. Numbers, percentages, means, and standard deviations were used to describe the data. The Kolmogorov–Smirnov test was used to assess normality. The Wilcoxon test was used to compare the students’ pre- and post-test knowledge scores.

Results: The difference between students’ pre- and post-test knowledge scores was statistically significant (p = 0.001). Students’ levels of satisfaction and self-confidence were found to be notably high. They also expressed positive views regarding their self-evaluation of simulation laboratory practice scores.

Conclusion: The clean intermittent catheterisation simulation escape room positively influenced senior nursing students’ “knowledge”, “satisfaction and self-confidence in learning”, as well as their “self-evaluation of simulation laboratory practices”.

Implications for research, policy, and practice: The demonstrated positive impact of a clean intermittent catheterisation simulation escape room may encourage nurse educators to integrate this approach into undergraduate nursing curricula.