The impact of escape room game and role-playing on nursing students’ violence against women assessment skills and attitudes toward violence against women: A randomised controlled trial
محفوظ في:
| الحاوية / القاعدة: | Nurse Education in Practice vol. 84 (Mar 2025), p. 104346 |
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| المؤلف الرئيسي: | |
| مؤلفون آخرون: | , |
| منشور في: |
Elsevier Limited
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| الموضوعات: | |
| الوصول للمادة أونلاين: | Citation/Abstract Full Text Full Text - PDF |
| الوسوم: |
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MARC
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| 001 | 3187161466 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 1471-5953 | ||
| 022 | |a 1873-5223 | ||
| 024 | 7 | |a 10.1016/j.nepr.2025.104346 |2 doi | |
| 035 | |a 3187161466 | ||
| 045 | 2 | |b d20250301 |b d20250331 | |
| 084 | |a 170342 |2 nlm | ||
| 100 | 1 | |a Sultan Özkan Şat |u Midwifery Department, Faculty of Health Sciences, Bitlis Eren University, Bitlis, Türkiye | |
| 245 | 1 | |a The impact of escape room game and role-playing on nursing students’ violence against women assessment skills and attitudes toward violence against women: A randomised controlled trial | |
| 260 | |b Elsevier Limited |c Mar 2025 | ||
| 513 | |a Evidence Based Healthcare Journal Article | ||
| 520 | 3 | |a Aim To evaluate the effects of escape rooms and role-playing methods on nursing students’ ability to recognise and assess violence against women and their attitudes toward violence. Background Innovative and practical strategies are essential to enhance nursing students’ capacity to identify and address violence. Gamification offers a promising approach to the development of these skills. Design A pre-test and post-test factorial group randomised controlled trial was conducted. Methods A total of 120 nursing students were randomised into three groups: escape room game (n = 40), role-playing (n = 40) and control (n = 40). Data were collected using the Knowledge Test on Violence Against Women, Scale for Attitudes Toward Violence and Scale for Nurses’ and Midwives’ Recognition of the Symptoms of Violence Against Women. Assessments were conducted one week and one month after the intervention. Results Both the escape room game and role-playing groups demonstrated significantly higher knowledge test scores and more contemporary, non-approving attitudes toward violence than the control group at both time points. The escape room group, in particular, achieved notable improvements in recognising signs of violence against women. Conclusions Escape room games and role-playing are effective educational methods to improve nursing students’ knowledge, attitudes and assessment skills related to violence prevention. Incorporating these methods into nursing education programs is recommended to enhance the learning outcomes. | |
| 610 | 4 | |a World Health Organization | |
| 651 | 4 | |a Turkey | |
| 653 | |a Students | ||
| 653 | |a Violence against women | ||
| 653 | |a Domestic violence | ||
| 653 | |a Games | ||
| 653 | |a Communication | ||
| 653 | |a Knowledge | ||
| 653 | |a Measures | ||
| 653 | |a Medical education | ||
| 653 | |a Role playing | ||
| 653 | |a Female roles | ||
| 653 | |a Obstetrics | ||
| 653 | |a Midwives | ||
| 653 | |a Nurses | ||
| 653 | |a Professionals | ||
| 653 | |a Critical thinking | ||
| 653 | |a Evaluation | ||
| 653 | |a Learning | ||
| 653 | |a Student attitudes | ||
| 653 | |a Nursing education | ||
| 653 | |a Prevention programs | ||
| 653 | |a Skills | ||
| 653 | |a Medical personnel | ||
| 653 | |a Escape | ||
| 653 | |a Nursing | ||
| 653 | |a Educational programs | ||
| 653 | |a Gender-based violence | ||
| 653 | |a Escape rooms | ||
| 653 | |a Professional training | ||
| 653 | |a Attitudes | ||
| 653 | |a Gynecology | ||
| 653 | |a Data collection | ||
| 653 | |a Scores | ||
| 653 | |a Test scores | ||
| 653 | |a Groups | ||
| 653 | |a Gamification | ||
| 653 | |a Intervention | ||
| 653 | |a Violence | ||
| 653 | |a Midwifery | ||
| 653 | |a Womens health | ||
| 653 | |a Clinical outcomes | ||
| 653 | |a Women | ||
| 653 | |a Education | ||
| 653 | |a Learning outcomes | ||
| 653 | |a Ability | ||
| 653 | |a Learning Activities | ||
| 653 | |a Psychosomatic Disorders | ||
| 653 | |a Learning Motivation | ||
| 653 | |a Simulation | ||
| 653 | |a Randomized Controlled Trials | ||
| 653 | |a Educational Assessment | ||
| 653 | |a Intimacy | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Potential Dropouts | ||
| 653 | |a Medical Care Evaluation | ||
| 653 | |a Educational Quality | ||
| 653 | |a Females | ||
| 653 | |a Control Groups | ||
| 653 | |a Experimental Groups | ||
| 653 | |a Learning Experience | ||
| 653 | |a Nursing Students | ||
| 653 | |a Communication Skills | ||
| 653 | |a Family Violence | ||
| 700 | 1 | |a Aktaş, Nurhan |u Nursing Department, Faculty of Health Sciences, Kahramanmaraş İstiklal University, Kahramanmaraş, Türkiye | |
| 700 | 1 | |a Akbaş, Pınar |u Nursing Department, Faculty of Health Sciences, Karabük University, Karabük, Türkiye | |
| 773 | 0 | |t Nurse Education in Practice |g vol. 84 (Mar 2025), p. 104346 | |
| 786 | 0 | |d ProQuest |t Sociology Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3187161466/abstract/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3187161466/fulltext/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3187161466/fulltextPDF/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |