ArticleBMC nursing2025
The use of an escape room-based learning strategy to enhance pharmacology knowledge among nursing students.
Article in BMC nursing, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT07073222 (Development and Evaluation of an Escape Room for Nursing Students Taking Pharmacology Course), which is not on this map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Development and Evaluation of an Escape Room for Nursing Students Taking Pharmacology Course
Who cites it
1 citing paper in PubMed.
- Flipped classroom showdown: game-based vs. case-based learning in pharmacy education.BMC medical education · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundNursing students may experience difficulties in understanding complex pharmacological concepts and applying this knowledge in clinical decision-making processes during their pharmacology education. Traditional teaching methods do not always support active participation and lasting knowledge acquisition in the learning process. Therefore, there is a growing need for innovative teaching strategies in nursing. Educational escape rooms, which have gained popularity in recent years, offer an innovative and promising approach to improving nursing students’ pharmacology knowledge. This study was conducted to evaluate the effect of education provided through an escape room on the pharmacology knowledge levels of nursing students taking a pharmacology course.
methodThis study was conducted using a pre-test-post-test single group, quasi-experimental design. The study was conducted with 32 s-year nursing students enrolled in the Pharmacology Course for Nurses. Data were collected using the Descriptive Characteristics Questionnaire (DCQ), Autonomic Nervous System Pharmacology Knowledge Test (ANSPKT), and Gameful Experience Scale (GAMEX). In the analysis of the research data, descriptive statistics (percentage, frequency, mean, standard deviation), the Kolmogorov-Smirnov normality test, and the Wilcoxon signed-rank test were used.
resultsThe students’ total posttest score (16.16 ± 4.38) on the Autonomic Nervous System Pharmacology Knowledge Test was found to be statistically significantly higher than the pretest score (10.69 ± 4.24). Furthermore, the subdimensions of the test - including knowledge of drugs affecting the sympathetic system (p = 0.003), drugs affecting the parasympathetic system (p < 0.001), neurotransmitters and receptors of the autonomic nervous system (p < 0.001), and the effects of autonomic nervous system drugs on the body (p < 0.001) – also yielded significantly higher posttest scores compared to pretest scores.
conclusionThis study demonstrated that educational escape rooms can be used to improve nursing students’ pharmacology knowledge. Future studies are recommended to investigate the long-term effects of escape room-based learning on knowledge retention and learning outcomes. REGISTRY: ClinicalTrials.gov, TRN: NCT07073222, Registration date: 9 July 2025.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.