Pecha Kucha-Based ERAS Education in Cardiovascular Surgery: Effects on Nursing Students' Knowledge and Attitudes

Nursing education is rapidly evolving due to changing healthcare needs and Generation Z learning preferences, which favor short, visual, and interactive methods. Innovative teaching strategies are therefore needed to improve nursing students' critical thinking, clinical decision-making, and problem-solving skills. The Pecha Kucha (PK) method is a concise, visual presentation format consisting of 20 slides shown for 20 seconds each. It has been reported to improve attention, learning motivation, and knowledge acquisition in nursing education. However, its use in teaching Enhanced Recovery After Surgery (ERAS) protocols in cardiovascular surgery has not been previously studied. ERAS protocols are evidence-based perioperative care pathways aimed at reducing surgical stress, complications, and recovery time. Nurses play a key role in implementing these protocols, including patient education, pain management, early mobilization, nutrition, and discharge planning. However, nurses' knowledge and application of ERAS remain limited. This study aims to evaluate the effect of ERAS education delivered via the Pecha Kucha method on nursing students' knowledge and attitudes toward evidence-based nursing. The study will contribute evidence on innovative teaching strategies in nursing education. This experimental study will include 71 second-year nursing students at Lokman Hekim University between May 15, 2026 and May 15, 2027. Data will be analyzed using appropriate parametric or non-parametric tests depending on distribution

NCT Number	NCT07606144
Lead Sponsor	Lokman Hekim University
Conditions	Nursing Students, PechaKucha Method, PechaKucha Presentation, Teaching Methods, ERAS
Enrollment	71 participants
Start Date	2026-05-15
Primary Completion	2027-01-15 (estimated)
Study Completion	2027-05-15 (estimated)
Updated on ClinicalTrials.gov	2026-05-27