Background Nursing students must acquire knowledge, skills, and attitudes regarding surgical attire during their education. Escape room activities affect nursing students’ in-class participation, motivation and satisfaction levels. This study aimed to examine the effect of the escape room technique on students’ knowledge of surgical attire and their motivation toward the course. Methods A single-group pretest-posttest design was used. The study sample consisted of nursing students enrolled in the Operating Room Nursing course in the spring semester of the 2023–2024 academic year who agreed to participate in the study (n = 24). The researchers aimed to use total population sampling by inviting all eligible participants. Research data were collected using a personal information form, knowledge test, and Instructional Materials Motivation Survey. The knowledge test and the Instructional Materials Motivation Survey were administered to the students as pretests. Subsequently, teams of four to five students participated in an escape room activity called “Dress the Scrub”, in which they solved puzzles and questions as part of the scenario. The knowledge test and the Instructional Materials Motivation Survey were administered as posttests, followed by a debriefing. IBM SPSS Statistics version 22.0 was used for the data analysis. Statistical significance was set at p < 0.05. Results Statistically significant differences were found in the pretest (58.75 ± 18.25) and posttest (65.83 ± 13.48) knowledge test scores, as well as in the Instructional Materials Motivation Survey subscale scores for attention-relevance (pretest: 45.58 ± 6.70; posttest: 48.20 ± 6.47) and confidence-satisfaction (pretest: 53.33 ± 6.66; posttest: 58.41 ± 6.78) (p < 0.05). The total Instructional Materials Motivation Survey scores also increased significantly (pretest: 98.91 ± 12.64; posttest: 106.62 ± 12.66, p < 0.05). Conclusion The results of this study indicate that the escape room game technique can contribute to knowledge, motivation, and satisfaction in the field of surgical education. However, comprehensive preparation for the use of this technique is necessary, as well as improved communication and collaboration with educators and observers involved in the implementation process. It is recommended that this technique be used in nursing education.

“Dress the scrub”: use of escape room technique in an operating room nursing course

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2026年5月22日

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Müjgan Onarıcı,
Gülsüm Çonoğlu

摘要

Background

Nursing students must acquire knowledge, skills, and attitudes regarding surgical attire during their education. Escape room activities affect nursing students’ in-class participation, motivation and satisfaction levels. This study aimed to examine the effect of the escape room technique on students’ knowledge of surgical attire and their motivation toward the course.

Methods

A single-group pretest-posttest design was used. The study sample consisted of nursing students enrolled in the Operating Room Nursing course in the spring semester of the 2023–2024 academic year who agreed to participate in the study (n = 24). The researchers aimed to use total population sampling by inviting all eligible participants. Research data were collected using a personal information form, knowledge test, and Instructional Materials Motivation Survey. The knowledge test and the Instructional Materials Motivation Survey were administered to the students as pretests. Subsequently, teams of four to five students participated in an escape room activity called “Dress the Scrub”, in which they solved puzzles and questions as part of the scenario. The knowledge test and the Instructional Materials Motivation Survey were administered as posttests, followed by a debriefing. IBM SPSS Statistics version 22.0 was used for the data analysis. Statistical significance was set at p < 0.05.

Results

Statistically significant differences were found in the pretest (58.75 ± 18.25) and posttest (65.83 ± 13.48) knowledge test scores, as well as in the Instructional Materials Motivation Survey subscale scores for attention-relevance (pretest: 45.58 ± 6.70; posttest: 48.20 ± 6.47) and confidence-satisfaction (pretest: 53.33 ± 6.66; posttest: 58.41 ± 6.78) (p < 0.05). The total Instructional Materials Motivation Survey scores also increased significantly (pretest: 98.91 ± 12.64; posttest: 106.62 ± 12.66, p < 0.05).

Conclusion

The results of this study indicate that the escape room game technique can contribute to knowledge, motivation, and satisfaction in the field of surgical education. However, comprehensive preparation for the use of this technique is necessary, as well as improved communication and collaboration with educators and observers involved in the implementation process. It is recommended that this technique be used in nursing education.