The effect of discharge education provided with two different teaching techniques on nursing students' knowledge, self-efficacy and satisfaction: a randomized controlled trial

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.