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Published on: June 21, 2010
The effect of discharge education provided with two different teaching techniques on nursing students' knowledge,
1University of Health Sciences, Gülhane Faculty of Nursing, Ankara, Türkiye.
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.
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