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IRCT20200713048090N1 IRCT 2021-10-29 Mashhad University of Medical Sciences Effect of educational escape room on diabetes The effect of educational escape room on health literacy and self-efficacy of patients with type II diabetes 2021-11-22 anticipated 60 Complete https://irct.ir/trial/49656 interventional Randomization: Randomized, Blinding: Not blinded, Placebo: Not used, Assignment: Parallel, Purpose: Education/Guidance, Randomization description: The time block method is used to allocate research units. Random sequence is pre-determined by SPSS software for at least 20 days and stored in a package. Every morning, the door of the envelope is opened and based on the relevant code, it will be determined in which group all the patients will be in that day. N/A Diabete. Intervention 1: Intervention group: to design an educational escape room based on the frameworks presented in the articles, first the educational needs of patients will be examined by reviewing texts, oral questions from officials and patients at the time of completing the personal information questionnaire, and after extracting items and Preparing a checklist, their validity will also be checked and approved. Then learning goals are planned. Based on the needs, educational goals and the level of knowledge and skills of the participants, the subject of education, narration, game structure and puzzles and their level of difficulty are designed. These puzzles will be narrative-based challenges with a linear structure so that all members of the group can work together to solve each problem at the same time. The physical space in a room at the Parsian Diabetes Center in Mashhad is designed based on learning objectives, puzzles and their narration with appropriate visual effects. In order to evaluate the room before the main meetings, the two groups enter the escape room on a trial and consecutive basis, which is ready for the main intervention after making the necessary corrections. In the intervention group, individuals are divided into groups of 4-6 people based on the same age category and by gender. For each group, a training session with a lecture method with slides and questions and answers for 60 minutes on the topic of diabetes control and self-care is held by the researcher. Before entering the educational escape room, explanations about the rules, scenarios and instructions will be given orally in 5 minutes, which are also available in writing in the room. They then work together to solve problems and puzzles in the room for a maximum of 60 minutes using the instructions given to get the final key to leave the room. The observer (the researcher himself, who also teaches the lecture session) is present with the participants in the room to monitor the performance, provide guidance and measure time, and if he sees a performance error, he will not allow progress until it is corrected. Whenever they need help or clues, they can ask the game supervisor, who will be provided with a minute to add time. Also, if they do not make progress in the first 30 minutes, the game supervisor will guide them. After reaching the final key and leaving the meeting room for 20 minutes to provide feedback, explain mistakes, fix problems, express learning experiences and satisfaction of participants in a group discussion and using the evaluation checklist of the escape room, along with The reception will be held and the relevant questionnaires will be completed. Intervention 2: Control group: in the control group, two training sessions (45-60 minutes) will be held by the researcher in the form of lectures by presenting slides and questions and answers during a day with an interval of half an hour (for rest and reception) in groups of 8-12 people. The content and educational objectives will be similar to the intervention group. Finally, people's opinions and learning experiences are checked with a checklist. Undecided - It is not yet known if there will be a plan to make this available Justification or reason for indecision in sharing IPD is There is no more information.
public Faeze Mardani
Nursing and Midwifery school, Ebnesina avenue
Mashhad Iran (Islamic Republic of) 9137913199 +98 51 3859 1511 mardanif971@mums.ac.ir Mashhad University of Medical Sciences scientific Seyed Reza Mazloum
Nursing and Midwifery school, Ebnesina avenue
Mashhad Iran (Islamic Republic of) 9137913199 +98 51 3859 1511 mazlomr@mums.ac.ir Mashhad University of Medical Sciences Iran (Islamic Republic of) Willingness and satisfaction to participate in the study Living in Mashhad at the time of research Age 18 to 63 years Ability to participate in the training program Diagnosis of type 2 diabetes by a specialist doctor At least 3 months have passed since the diagnosis of diabetes Have a minimum literacy rate No severe complications (nephropathy, retinopathy, vasculopathy and neuropathy) History of drug treatment of diabetes Be alert and able to communicate verbally and non-verbally. 18 years 63 years Both Dissatisfaction with continuing to participate in the study Absence from any training sessions Acute problems such as severe stress or illness E11 Type 2 diabetes mellitus Other Other Intervention group: to design an educational escape room based on the frameworks presented in the articles, first the educational needs of patients will be examined by reviewing texts, oral questions from officials and patients at the time of completing the personal information questionnaire, and after extracting items and Preparing a checklist, their validity will also be checked and approved. Then learning goals are planned. Based on the needs, educational goals and the level of knowledge and skills of the participants, the subject of education, narration, game structure and puzzles and their level of difficulty are designed. These puzzles will be narrative-based challenges with a linear structure so that all members of the group can work together to solve each problem at the same time. The physical space in a room at the Parsian Diabetes Center in Mashhad is designed based on learning objectives, puzzles and their narration with appropriate visual effects. In order to evaluate the room before the main meetings, the two groups enter the escape room on a trial and consecutive basis, which is ready for the main intervention after making the necessary corrections. In the intervention group, individuals are divided into groups of 4-6 people based on the same age category and by gender. For each group, a training session with a lecture method with slides and questions and answers for 60 minutes on the topic of diabetes control and self-care is held by the researcher. Before entering the educational escape room, explanations about the rules, scenarios and instructions will be given orally in 5 minutes, which are also available in writing in the room. They then work together to solve problems and puzzles in the room for a maximum of 60 minutes using the instructions given to get the final key to leave the room. The observer (the researcher himself, who also teaches the lecture session) is present with the participants in the room to monitor the performance, provide guidance and measure time, and if he sees a performance error, he will not allow progress until it is corrected. Whenever they need help or clues, they can ask the game supervisor, who will be provided with a minute to add time. Also, if they do not make progress in the first 30 minutes, the game supervisor will guide them. After reaching the final key and leaving the meeting room for 20 minutes to provide feedback, explain mistakes, fix problems, express learning experiences and satisfaction of participants in a group discussion and using the evaluation checklist of the escape room, along with The reception will be held and the relevant questionnaires will be completed. Control group: in the control group, two training sessions (45-60 minutes) will be held by the researcher in the form of lectures by presenting slides and questions and answers during a day with an interval of half an hour (for rest and reception) in groups of 8-12 people. The content and educational objectives will be similar to the intervention group. Finally, people's opinions and learning experiences are checked with a checklist Health literacy score in the comprehensive diabetes health literacy Scale. Timepoint: Before the training session, immediately and two weeks later. Method of measurement: Comprehensive Diabetes Health Literacy Scale. Self-efficacy score on the diabetes self-efficacy scale. Timepoint: Before the training session, immediately and two weeks later. Method of measurement: Confidence in Diabetes self-Care Scale. Mashhad University of Medical Sciences Approved 2020-07-12 Ethics Committee of the School of Nursing and Midwifery - Mashhad University of Medical Sciences Central Building Mashhad University of Medical Sciences, Daneshgah Avenue, Mashhad Mashhad Razavi Khorasan Iran (Islamic Republic of)