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.

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.

The Discharge Education course was taught using the PechaKucha technique.

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.

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

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.