The Impact of Using the Wound Care Escape Room as a Teaching Game on the Opinions and Motivation of Nursing Students

Background: Using games as a teaching strategy can promote students’ engagement, increasing their learning motivation and interest.

Aim: This study was conducted to examine the nursing students’ opinions and motivations regarding the wound care escape room (WCER) teaching game.

Methods: The sample of the descriptive research comprised 105 students. Before initiating the game, the students were divided into 21 groups, each consisting of five students. The students were required to answer the questions and find the correct options as soon as possible to enter and escape from the WCER. The students were free to try all options. After the WCER game, the students were asked in another classroom to fill out a 5-point Likert-type questionnaire consisting of six items. Descriptive statistical methods (number, percentage, and mean, standard deviation, minimum, median, and maximum) were used when evaluating the data.

Results: The mean age of the students was 20.7128 ± 1.72 years, and most of them were female (69.5%). Concerning the opinions and motivations of the students regarding the game, the answer with the highest score (4.7333 ± 0.57624) was “I had fun playing the game. The following two answers with the highest mean scores were “Playing the game helped me learn the subject” and “There should be more games of this type in nursing education,” with 4.6381 ± 0.60644 and 4.6000 ± 0.68781.

Conclusion: The WCER game can be an enjoyable activity for students in learning a subject, enhancing their motivation before the final exam.