Intravenous drug administration with escape games: A mixed methods study

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Detaylı Bibliyografya
Yayımlandı:	Nurse Education in Practice vol. 82 (Jan 2025), p. 104228
Yazar:	Köse, Asena
Diğer Yazarlar:	Çoban, Gülay İpek
Baskı/Yayın Bilgisi:	Elsevier Limited
Konular:	Problem solving Drug withdrawal Intervention Students Retention Communication Stress management Clinical skills Games Teamwork Medical errors Medical education Intravenous drugs Patient safety Validity Learning Cooperation College students Motivation Knowledge High risk Professionals Critical thinking Drug administration Clinical assessment Management Nursing education Achievement tests Content analysis Medical personnel Escape Nursing Mixed methods research Interviews Nurses Data Teaching methods Skills Data collection Test scores Quantitative analysis College faculty Education Stress Teaching Scores Groups Patients Health Personnel Job Skills Course Objectives Check Lists Knowledge Level Evaluative Thinking Professional Education Course Content Learner Engagement Content Validity Competence Control Groups Nursing Students Native Language Communication Skills
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Diğer Bilgiler
Özet:	Objective This study aimed to evaluate the impact of escape games on nursing students' intravenous (IV) drug administration knowledge and skills while exploring their learning experiences. Background Drug administration is one of the most critical responsibilities in nursing, requiring knowledge and precision. Traditional teaching methods may not sufficiently address gaps in clinical skills and knowledge retention. This highlights the need for innovative approaches like escape games to enhance student learning, particularly in high-risk tasks like IV drug administration. Design A mixed-methods study with an explanatory sequential design was conducted. Methods: The study was conducted with 80 nursing students at the Faculty of Nursing, University X, from March to June 2024. The students were randomly divided into two groups: the intervention group, which participated in escape games designed to reinforce IV drug administration skills, and the control group, which received traditional education. Quantitative data were collected through the Objective Structured Clinical Examination (OSCE) as pre-test, post-test, and follow-up tests. Qualitative data were gathered through semi-structured, face-to-face, in-depth interviews and then analyzed using content analysis. Results Quantitative analyses showed that the intervention group significantly outperformed the control group in post-test and follow-up test scores (p < 0.05). Qualitative findings revealed that students found escape games enjoyable, motivating, and effective in improving knowledge retention and stress management skills. Conclusion Escape games proved to be an effective method for enhancing nursing students' IV drug administration knowledge, skills, motivation, collaboration, and stress management, supporting their use in nursing education.
ISSN:	1471-5953 1873-5223
DOI:	10.1016/j.nepr.2024.104228
Kaynak:	Sociology Database