ArticleNursing research and practice2026
Advancing Nursing Education: Evaluating Artificial Intelligence (AI) and Escape Room (ER) Approaches for E-Learning and Interpretation Skills.
Article in Nursing research and practice, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers, 1 of them a synthesis that pooled it.
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.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed, 1 synthesis or guideline pooled it.
- The impact of generative artificial intelligence on clinical skills and knowledge acquisition in medical undergraduates: a systematic review and meta-analysis.BMC medical education · 2026Pooled it
- Advancing Nursing Education: Evaluating Artificial Intelligence (AI) and Escape Room (ER) Approaches for E-Learning and Interpretation Skills.Nursing research and practice · 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
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: The spread of new educational technologies has challenged the cold and inflexible framework of traditional education, aiming to replace centuries-old methods with short, low-cost methods to improve learning and educational productivity. Thus, this study aimed to compare the effects of artificial intelligence (AI) and escape rooms (ERs) on e-learning satisfaction and the skill of arterial blood gas (ABG) interpretation in nursing students. Materials and Methods: The current study was conducted as a quasi-experiment on 91 nursing students in the third to sixth academic semesters, with a convenient sampling approach to AI, ER, and control groups by balanced block randomization. In the AI group, participants used ChatGPT; the ER group used the Twine platform; and the control group used the traditional method once a week. The E-learning satisfaction scale (ELSS) and arterial blood gas interpretation scale (ABGIS) were filled before and two weeks after the end of interventions. Data were analyzed using descriptive and inferential statistical tests in SPSS V.25 at a 0.05 significance level. Results: In comparison to ER and control, AI significantly enhanced e-learning satisfaction and ABG interpretation ( Conclusion: The use of AI compared to the educational ER and conventional methods significantly increases the learning of ABG interpretation and satisfaction with e-learning. It is suggested that the positive and effective capabilities of AI be used as an educational assistant to enhance learning and teaching experiences in medicine and nursing.
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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.