Outcomes of problem-based learning in nurse education: A systematic review and meta-analysis

Abstract

ObjectiveTo investigate the effectiveness of problem-based learning (PBL) in nursing students, including recently reported trials. DesignMeta-analysis was performed to obtain summary conclusions on the influence of PBL on nursing students' learning outcomes. Data sourcesAcademic Search Complete, CINAHL, Cochrane Library, EMBASE, MEDLINE, PubMed, and Web of Science were searched for relevant studies from the period between database inception and March 3, 2022. Review methodsA random-effects model was used to generate pooled standardized mean differences (SMD) for critical thinking, problem-solving, and self-confidence. The heterogeneity of each variable in the pooled estimate was determined using a random-effects model. ResultsOverall, PBL had a greater positive effect than traditional learning on critical thinking (SMD: 0.44; 95 % CI: 0.14–0.73), analysis (SMD: 0.72; 95 % CI: 0.84–1.25), and evaluation (SMD: 0.33; 95 % CI: 0.05–0.61). However, the impact of PBL on problem-solving and self-confidence need further investigation. ConclusionsPBL appears to improve nursing students' critical thinking skills, especially their ability to analyze and evaluate. The findings of this study may be used as evidence of PBL being a more effective method than traditional/conventional learning techniques for increasing students' critical thinking.