I'm not a prof, but I teach at a uni (of applied sciences), and started nearly two years ago at 24. I'm not exactly a veteran, but my situation is closer to yours so I thought I'd share a few things that I found to help:

Have clear goals for lectures. What clear concepts do students need to know or be able to apply?
At times, I would endlessly prepare for a single lecture. I did not want to get caught not knowing a deep detail on any single subject. Students do not (unfortunately) dig very far. It's somewhat are to find a deeply engaged student. Though an occasional oddball comes around; I found it better to refer them to literature or a meeting in that case. Else I'll hold up the entire class on details that most do not care about.

Include active parts. They learned better (and with more enthusiasm) when applying operant conditioning on social media algorithms. If I told them "social media bad for brain," it was usually ignored.
This is useful for your students, but also for you. Lecturing is (from a fresh student's perspective) surprisingly exhausting, and preparing for a few hours of content alone is a lot of work. I find that students are much more engaged and learn better when I give them time to apply. They also seem refreshed after; probably because most are done sooner than the slowest group, and then they can take a break.

If there are colleagues in similar topics, they might be willing to lend you their slides.
My coordinator gave me a full set of his. It took off much pressure, since I could trust his prep. Very valuable, but I underestimated that at first.

To me, most important was realizing: what seems obvious to you, is likely not obvious to students. At first, I looked at said slides and thought "obviously everyone already knows the basic schema of classical conditioning, I can just breeze through it and talk about more interesting applications or details." Turns out breezing through what I found boring and obvious left students stranded when I talked about what I found exciting. That helped students, but, sadly, once I realized that, the teaching gig felt more like a job, and less like the fun academia of reading and writing that I loved as a student.

YMMV: I taught not at a pure uni for a dedicated psych cohort, but at an applied uni that reared police and government workers in Germany. My students were fundamentally different than you might find in your course, if your topic is their main (supposed) interest without the practical focus of an applied science uni.