The effect of discharge education provided with two different teaching techniques on nursing students’ knowledge, self-efficacy and satisfaction: A randomized controlled trial
Nurse Education in Practice, cilt.93, 2026 (SCI-Expanded, SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 93
- Basım Tarihi: 2026
- Doi Numarası: 10.1016/j.nepr.2026.104807
- Dergi Adı: Nurse Education in Practice
- Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus, Agricultural & Environmental Science Database, CINAHL, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), EMBASE, MEDLINE, Social Science Premium Collection (ProQuest), Biomedical Reference Collection: Corporate Edition (EBSCO), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Health Research Premium Collection (ProQuest), Sociology Database (ProQuest)
- Anahtar Kelimeler: Nursing education, Patient education, Discharge planning, Active learning, PechaKucha, Teach-Back
- Sağlık Bilimleri Üniversitesi Adresli: Evet
Özet
Aim: This study examined the effects of PechaKucha and Teach-Back teaching techniques on nursing students’ knowledge, self-efficacy and satisfaction regarding discharge education. Background: Effective discharge education requires strategies that enhance students’ knowledge and confidence. Active learning methods, such as PechaKucha and Teach-Back, may improve educational outcomes, yet direct comparisons are limited. Design: Randomized controlled trial. Methods: A total of 180 nursing students enrolled in the Fall 2024–2025 Surgical Diseases Nursing course were randomized into two groups (n = 90; n = 90) using stratified randomization based on first-year overall grade point averages. Discharge education was delivered in 60-minute sessions: PechaKucha for Group I and Teach-Back for Group II. Students absent on the intervention day were excluded; analyses included 146 students (n = 80; n = 66). Data were collected via the Descriptive Characteristics Form, Discharge Education Knowledge Test, General Self-Efficacy Scale and Adult Education Satisfaction Scale. Statistical analyses used Chi-square, Fisher's exact test, one-way ANCOVA, independent and paired t-tests and Pearson correlation, with effect size reported as partial eta-squared (η²); significance was set at p < 0.05. Results: Groups were similar in baseline grade averages (p = 0.742) and pre-test knowledge scores (62.50 SD 14.53;58.92 SD 15.62; p = 0.174). In the PechaKucha group, knowledge scores increased significantly (62.50 SD 14.53;71.37 SD 14.90; p = 0.001), with no significant change in self-efficacy (63.08 SD 8.76;62.68 SD 9.09; p = 0.777). Teach-Back students improved in both knowledge (58.92 SD 15.62;71.07 SD 16.40) and self-efficacy (53.63 SD 7.37;63.39 SD 8.29;p < 0.05). Post-test knowledge, self-efficacy and satisfaction scores did not differ significantly between groups (p > 0.05). Conclusion: Both methods enhanced knowledge; Teach-Back also improved self-efficacy. No post-intervention differences were observed between groups.