Violence is a social problem where a person uses physical, social, psychological, sexual, emotional and economic power over another person and has negative effects on the person. According to the person exposed, violence against women, children, elderly people, disabled people, LGBT individuals, and immigrants is grouped as violence among peers. Violence refers to the physical damage that can be directly perceived by outside observers or medically detectable by health professionals, as well as the psychological damage that these individuals experience, which are difficult to notice or show unnoticed psychosomatic symptoms. In this context, nurses face many difficulties in the process of diagnosing, evaluating and preventing violence in the provision of health services, which prevent intervention, such as not being able to recognize cases of violence, remaining indifferent, not considering such cases within the scope of their professional responsibilities, or not having sufficient knowledge and skills, and feeling inadequate in the care of forensic cases. In nursing education, in addition to imparting theoretical knowledge about violence to students, it is necessary to provide basic clinical skills such as effective communication skills with individuals exposed to violence, cognitive skills and technological skills.
Gamification is a method used to improve problem-solving skills by reasoning in the presentation of information and to ensure that learning becomes permanent by arousing excitement and curiosity. Particularly, the use of gamification in the education process makes the teaching-learning process more attractive, increases students' motivation, and allows students to develop interesting skills. Various methods are suggested to increase students' participation in the gamification process. Examples of innovative approaches used in the gamification process are escape room games and role-playing games. Role-play, which is an active teaching method, is a method that enables nurses to play a role in an environment similar to the clinical environment, which can help them prepare to face real cases in the clinical environment and enables learning by playing. Role playing is used as a skill-focused teaching method that provides social communication skills, active listening, empathy of emotions, and seeing sections from real life in teaching knowledge and skills in education, and is among the educational methods used to raise awareness in nursing. In the escape room game, in problem-based learning, a problem is presented and students must investigate it and offer possible solutions. The premise of an escape room is that a group of participants work collaboratively using clues that include puzzles and specific objectives to "escape" the room before they run out of time to solve a problem.
The basis of nursing education, in addition to transferring theoretical knowledge, is to provide nursing students with skills such as critical thinking, problem-solving skills, decision-making, holistic care, effective communication and teamwork. In the context of nursing education and training, escape rooms and role-playing games allow students to use the latest technological developments, solve both physical and mental puzzles or tests, acquire basic professional competencies, develop teamwork skills, and use multiple intelligences to solve problems. In this context, researchers think that escape room games and role-playing gamification methods used in nursing education may be effective in gaining these skills. Therefore, it is aimed to evaluate the effect of training on diagnosing and evaluating violence against women, given using escape room games and role-playing methods, on nursing students' skills in diagnosing and evaluating violence against women and their attitudes towards violence.
