Nursing StudentsNCT06798792
The Effect of Discharge Education Given With Two Different Teaching Techniques on Students
A study testing PechaKucha technique and TeachBack technique in people with Nursing Students, run by Saglik Bilimleri Universitesi at 1 site in Turkey (Türkiye).
Trial summary
This study aims to examine the effects of PechaKucha and TeachBack teaching techniques, used in the instruction of the "Discharge Education" course for nursing students, on students' knowledge levels and self-efficacy regarding discharge education, as well as their satisfaction with the teaching method. Read more about this study
- Who is it for?
- Ages 18 years and older
- Conditions the study is for
- Nursing Students
- What is being tested?
- PechaKucha technique and TeachBack technique
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 146 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 25 Jun 2024to 31 Oct 2024
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 years and older
- All sexes
- No healthy volunteers
- Adult, Older adult
Who may be able to join
- Being a 2nd-year student at the Gülhane Faculty of Nursing, Saglık Bilimleri University
- Willing to participate in the study
- Being over 18 years old
- Taking the Surgical Diseases Nursing course for the first time
Who cannot join
- Wishing to withdraw from the study at any stage
- Incomplete completion of the data collection form related to the study
Trial locations and contacts
1 site in 1 country.
Turkey (Türkiye)1 site
Saglık Bilimleri University
Keçiören, Ankara, 06010
About this study
Official title: Evaluation of the Effect of Discharge Education Given With Two Different Teaching Techniques on Students' Self-Efficacy and Satisfaction Levels: A Randomized Trial
This study aims to examine the effects of PechaKucha and TeachBack teaching techniques, used in the instruction of the "Discharge Education" course for nursing students, on students' knowledge levels and self-efficacy regarding discharge education, as well as their satisfaction with the teaching method.
Read the detailed description
The study was conducted as a randomized trial. Permission was obtained from the Gülhane Faculty of Nursing, Health Sciences University, and the Gülhane Scientific Research Ethics Committee, Health Sciences University. The study sample consisted of 180 students enrolled in the Surgical Diseases Nursing course at the Gülhane Faculty of Nursing, Health Sciences University, during the 2024-2025 Fall Semester. The students were randomized into two groups based on their first-year cumulative grade point averages. The first group received the "Discharge Education" course using the PechaKucha teaching technique, while the second group received it using the TeachBack teaching technique.
Data were collected using the Descriptive Characteristics Form, Discharge Education Knowledge Test, General Self-Efficacy Scale, and Adult Education Satisfaction Scale. Statistical analyses were performed using Shapiro-Wilk, Kolmogorov-Smirnov, and Mann-Whitney U tests, as well as Friedman Test Dunn-Bonferroni, Pearson Chi-Square, Fisher's Exact, and Fisher-Freeman-Halton tests. A p-value of <0.05 was considered statistically significant.
- Conditions
- Nursing Students
- Being tested
- PechaKucha technique, TeachBack technique
- Keywords
- Nursing Education, Patient Education, Discharge Planning, Active Learning
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
PechaKucha techniqueOther
The Discharge Education course was taught using the PechaKucha technique.
TeachBack techniqueOther
The Discharge Education course was taught using the TeachBack technique.
| Study group | Role | What they receive |
|---|---|---|
| Group 1. PechaKucha | Experimental | The students in Group 1 were taught the Discharge Education course using the PechaKucha teaching technique.
PechaKucha, which translates to "chatter" or "chit-chat" in Japanese, was first introduced in 2003 in Tokyo within the field of architecture. It was initially used by architects to present new projects and structures and to exchange ideas. This method is a fast-paced, innovative teaching and presentation technique that consists of 20 slides, each containing minimal text and authentic visual metaphors. Each slide is displayed for 20 seconds using an automatic timer, making the total presentation 6 minutes and 40 seconds long.
In Power Point presentations, this timing can be set by selecting the Transitions tab and adjusting the duration to 20 seconds for all slides. The goal of this method is to make presentations more dynamic, engaging, and enjoyable. Receives: Other: PechaKucha technique |
| Group 2. TeachBack | Experimental | The students in Group 2 were taught the Discharge Education course using the TeachBack teaching technique.
The TeachBack method, also known as the "Tell Me What You Learned" technique, is a dynamic and interactive learning and teaching process. The primary goal of the TeachBack method is to ensure that the given education is correctly understood by having participants explain it back to the educator in their own words. If the purpose of the education is to teach a specific skill, the goal is to observe whether the learner can correctly perform the intended skill.
This method helps eliminate communication barriers by allowing for immediate feedback on misunderstood or incomplete information while reinforcing correct knowledge. It serves as an effective teaching strategy to evaluate the extent of understanding, ensuring that learners fully grasp the subject matter. Receives: Other: TeachBack technique |
What is being measured
The primary outcome is the main question the study is designed to answer.
Self-efficacy level
To determine students' self-efficacy, the General Self-Efficacy Scale was used. This scale was developed by Sherer et al. (1982), and its Turkish validity and reliability study was conducted by Yıldırım and İlhan (2010). The scale follows a 5-point Likert format (1: Not at all, 5: Very well) and consists of 17 items. As the score obtained from the scale increases, general self-efficacy also increases. The minimum possible score is 17, while the maximum is 85. The internal consistency coefficient (Cronbach's alpha) of the scale was calculated as 0.80. Necessary permissions were obtained for the use of the General Self-Efficacy Scale.
Measured: The scale was administered to students before and after the Discharge Education course. It takes approximately 10 minutes to complete.
Satisfaction level
To determine students' satisfaction levels, the Adult Education Satisfaction Scale was used. This scale was developed and its validity and reliability study conducted by Yüksekbilgili et al. (2016). It consists of 30 items and includes six sub-dimensions: "Instructor's Presentation Skills, Instructor's Communication Skills, Learning Environment, Training Organization, Training Objectives, Training Outcomes, and General Evaluation."
The scale uses a 5-point Likert format (1 = Strongly Disagree, 5 = Strongly Agree). As the score obtained from the scale increases, satisfaction levels also increase. The minimum possible score is 30, while the maximum is 150. The internal consistency coefficient (Cronbach's alpha) of the scale was calculated as 0.94. Necessary permissions were obtained before using the Adult Education Satisfaction Scale
Measured: The scale was administered to students after the completion of the Discharge Education course. It took approximately 10 minutes to complete.
Knowledge level
To assess students' knowledge level regarding "Discharge Education," a multiple-choice test (with five options) consisting of 10 questions was developed by the researcher. The test is evaluated on a 100-point scale, with each correct answer worth 10 points.
Before administering the Discharge Education Knowledge Test, expert opinions were obtained from five faculty members using the DAVIS method.
Measured: The test was administered to students before and after the Discharge Education course. It takes approximately 15 minutes to complete.
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted29 Jan 2025
- Study start25 Jun 2024
- Primary completion31 Oct 2024
- Study completion31 Oct 2024
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Nursing StudentsStudies of the same condition, open and under way.
- More trials run by Saglik Bilimleri UniversitesiThe sponsor's other registered studies.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Supportive care
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- A total of 180 students enrolled in the Surgical Diseases Nursing course at the Gülhane Faculty of Nursing, Health Sciences University were randomized into two groups based on their first-year cumulative academic grade point averages. The first group received Discharge Education using the PechaKucha technique, while the second group received it using the TeachBack technique.
- Masking
- Double blind
- Who is masked
- Investigator, Outcomes assessor
- Enrolment
- 146 participants (actual)
Sponsor and investigators
- Lead sponsor
- Saglik Bilimleri Universitesi
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Yağmur Kayın, Saglik Bilimleri Universitesi
- Investigators
- Yağmur Kayın, RN, Principal investigator, Saglık Bilimleri UniversityBediye Öztaş, Ph. D, Study director, Saglık Bilimleri University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT06798792
- Sponsor's protocol ID
- ykayin
- Status last verified
- Jan 2025
- First submitted
- 23 Jan 2025
- Last updated
- 29 Jan 2025
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Study at a glance
From the registry record, last updated by the sponsor on 29 Jan 2025. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Evaluation of the Effect of Discharge Education Given With Two Different Teaching Techniques on Students' Self-Efficacy and Satisfaction Levels: A Randomized Trial
- ClinicalTrials.gov ID
- NCT06798792
- Acronym / sponsor ID
- ykayin
- Conditions
- Nursing Students
- Keywords
- Nursing Education, Patient Education, Discharge Planning, Active Learning
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 146 participants (actual)
- Lead sponsor
- Saglik Bilimleri UniversitesiUniversity, hospital or other
- Study start
- 25 Jun 2024 (actual)
- Primary completion
- 31 Oct 2024 (actual)
- Study completion
- 31 Oct 2024 (actual)
- First posted
- 29 Jan 2025 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
This study aims to examine the effects of PechaKucha and TeachBack teaching techniques, used in the instruction of the "Discharge Education" course for nursing students, on students' knowledge levels and self-efficacy regarding discharge education, as well as their satisfaction with the teaching method.
Detailed description
The study was conducted as a randomized trial. Permission was obtained from the Gülhane Faculty of Nursing, Health Sciences University, and the Gülhane Scientific Research Ethics Committee, Health Sciences University. The study sample consisted of 180 students enrolled in the Surgical Diseases Nursing course at the Gülhane Faculty of Nursing, Health Sciences University, during the 2024-2025 Fall Semester. The students were randomized into two groups based on their first-year cumulative grade point averages. The first group received the "Discharge Education" course using the PechaKucha teaching technique, while the second group received it using the TeachBack teaching technique.
Data were collected using the Descriptive Characteristics Form, Discharge Education Knowledge Test, General Self-Efficacy Scale, and Adult Education Satisfaction Scale. Statistical analyses were performed using Shapiro-Wilk, Kolmogorov-Smirnov, and Mann-Whitney U tests, as well as Friedman Test Dunn-Bonferroni, Pearson Chi-Square, Fisher's Exact, and Fisher-Freeman-Halton tests. A p-value of <0.05 was considered statistically significant.
Study design
- Primary purpose
- Supportive care
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- Double blind (investigator, outcomes assessor)
- Number of arms
- 2
- Model description
- A total of 180 students enrolled in the Surgical Diseases Nursing course at the Gülhane Faculty of Nursing, Health Sciences University were randomized into two groups based on their first-year cumulative academic grade point averages. The first group received Discharge Education using the PechaKucha technique, while the second group received it using the TeachBack technique.
| Arm | Type | Receives |
|---|---|---|
| Group 1. PechaKucha | Experimental | Other: PechaKucha techniqueThe students in Group 1 were taught the Discharge Education course using the PechaKucha teaching technique. PechaKucha, which translates to "chatter" or "chit-chat" in Japanese, was first introduced in 2003 in Tokyo within the field of architecture. It was initially used by architects to present new projects and structures and to exchange ideas. This method is a fast-paced, innovative teaching and presentation technique that consists of 20 slides, each containing minimal text and authentic visual metaphors. Each slide is displayed for 20 seconds using an automatic timer, making the total presentation 6 minutes and 40 seconds long. In Power Point presentations, this timing can be set by selecting the Transitions tab and adjusting the duration to 20 seconds for all slides. The goal of this method is to make presentations more dynamic, engaging, and enjoyable. |
| Group 2. TeachBack | Experimental | Other: TeachBack techniqueThe students in Group 2 were taught the Discharge Education course using the TeachBack teaching technique. The TeachBack method, also known as the "Tell Me What You Learned" technique, is a dynamic and interactive learning and teaching process. The primary goal of the TeachBack method is to ensure that the given education is correctly understood by having participants explain it back to the educator in their own words. If the purpose of the education is to teach a specific skill, the goal is to observe whether the learner can correctly perform the intended skill. This method helps eliminate communication barriers by allowing for immediate feedback on misunderstood or incomplete information while reinforcing correct knowledge. It serves as an effective teaching strategy to evaluate the extent of understanding, ensuring that learners fully grasp the subject matter. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Not accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (4 listed)
- Being a 2nd-year student at the Gülhane Faculty of Nursing, Saglık Bilimleri University
- Willing to participate in the study
- Being over 18 years old
- Taking the Surgical Diseases Nursing course for the first time
Key exclusion criteria (2 listed)
- Wishing to withdraw from the study at any stage
- Incomplete completion of the data collection form related to the study
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| PechaKucha techniqueThe Discharge Education course was taught using the PechaKucha technique. | Other | Group 1. PechaKucha |
| TeachBack techniqueThe Discharge Education course was taught using the TeachBack technique. | Other | Group 2. TeachBack |
Primary outcome
Self-efficacy level
Time frame: The scale was administered to students before and after the Discharge Education course. It takes approximately 10 minutes to complete.
To determine students' self-efficacy, the General Self-Efficacy Scale was used. This scale was developed by Sherer et al. (1982), and its Turkish validity and reliability study was conducted by Yıldırım and İlhan (2010). The scale follows a 5-point Likert format (1: Not at all, 5: Very well) and consists of 17 items. As the score obtained from the scale increases, general self-efficacy also increases. The minimum possible score is 17, while the maximum is 85. The internal consistency coefficient (Cronbach's alpha) of the scale was calculated as 0.80. Necessary permissions were obtained for the use of the General Self-Efficacy Scale.
Satisfaction level
Time frame: The scale was administered to students after the completion of the Discharge Education course. It took approximately 10 minutes to complete.
To determine students' satisfaction levels, the Adult Education Satisfaction Scale was used. This scale was developed and its validity and reliability study conducted by Yüksekbilgili et al. (2016). It consists of 30 items and includes six sub-dimensions: "Instructor's Presentation Skills, Instructor's Communication Skills, Learning Environment, Training Organization, Training Objectives, Training Outcomes, and General Evaluation." The scale uses a 5-point Likert format (1 = Strongly Disagree, 5 = Strongly Agree). As the score obtained from the scale increases, satisfaction levels also increase. The minimum possible score is 30, while the maximum is 150. The internal consistency coefficient (Cronbach's alpha) of the scale was calculated as 0.94. Necessary permissions were obtained before using the Adult Education Satisfaction Scale
Knowledge level
Time frame: The test was administered to students before and after the Discharge Education course. It takes approximately 15 minutes to complete.
To assess students' knowledge level regarding "Discharge Education," a multiple-choice test (with five options) consisting of 10 questions was developed by the researcher. The test is evaluated on a 100-point scale, with each correct answer worth 10 points. Before administering the Discharge Education Knowledge Test, expert opinions were obtained from five faculty members using the DAVIS method.
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 29 Jan 2025.
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Yağmur Kayın, RN principal investigator
Saglık Bilimleri University
Bediye Öztaş, Ph. D study director
Saglık Bilimleri University
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing PechaKucha technique and TeachBack technique in people with Nursing Students, run by Saglik Bilimleri Universitesi at 1 site in Turkey (Türkiye).
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 4 inclusion and 2 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 29 Jan 2025. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Turkey (Türkiye). Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Self-efficacy level (time frame: The scale was administered to students before and after the Discharge Education course. It takes approximately 10 minutes to complete.). The study lists 3 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 29 Jan 2025.