PubMed İndeksli Yayınlar Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.14627/8
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Article Effectiveness of Escape Room–Based Learning for Patient Safety Education in Nursing Students(BMC, 2026) Demet, Inangil; Kokkiz, Rukiye; Semiz, Demet; Turkmen, KübraBackground Ensuring patient safety is a cornerstone of nursing practice, and its foundation is established during nursing education. The study evaluates the effectiveness of escape room-based learning designed in accordance with the International Patient Safety Goals on nursing students' self-efficacy about patient safety. Methods The study was conducted with senior nursing students from February to May 2024. Data were collected using the Student Information Form, Patient Safety Self-Efficacy Questionnaire, and Satisfaction with Training Methods Scale. The escape room was structured in three phases-prebriefing, simulation, and debriefing-following INACSL standards. Clinical trial number: NCT07179367. Results The average age of the participants was 23.5, and 43.5% had previously completed an elective course on patient safety. Analyses revealed that participants spent the most time, averaging 2.59 min, in the room dedicated to information questions. The average self-efficacy score before the intervention was 61.26, which increased to 71.32 after the intervention, and participants reported a high level of satisfaction. Conclusion This study's findings indicate that patient safety-themed escape room training significantly enhances students' self-efficacy in patient safety, as well as their overall satisfaction and motivation.Article Citation - WoS: 4Citation - Scopus: 4The Effect of Formative Assessment on Students' Clinical Knowledge, Skills and Self-Efficacy Levels(Elsevier Sci Ltd, 2024) Kokkiz, Rukiye; Inangil, Demet; Turkoglu, IlaydaAim: This research aims to examine the effect of using formative assessment methods in clinical education on students' knowledge, skills and self-efficacy levels. Background: Formative assessment is used as a method designed to identify areas where students fall short and provide feedback for improvement. Formative assessment and feedback represent fundamental characteristics of quality teaching in higher education and play a decisive role in learning in nursing education. Although educators observe students performing practical tasks during clinical education, evaluation is not made by a structured control list. Therefore, just as nursing students are evaluated with "Skill Checklists" in the OSCE exam, there is a need to evaluate nursing skills during patient care in the clinical field. Design: The study was designed as a pre-test post-test randomized controlled experimental study. Method: Before the research, both groups filled out the self-efficacy form. The experimental group received formative assessment throughout the course. At the end of the semester, all students were given a skills test and asked to fill out the self-efficacy form again. Finally, a knowledge test was administered to the entire class. Results: The average knowledge score of the experimental group is higher than the control group. It was determined that there was a statistical difference of 16.54 points in the average skill scores between the groups. Posttests showed significant differences in skills such as breathing-cough exercise, basic glycemic measurement, subcutaneous injection and blood collection skills. Conclusion: It was determined that the formative assessment method increased nursing students' knowledge, skills and self-efficacy levels regarding basic nursing skills.