The Effectiveness of Problem-based Learning on Nursing Studentsʼ Critical Thinking: A systematic review

Abstract

Review question/objective The review question: Is Problem-based learning an evidence-based teaching and learning strategy to promote nursing students' critical thinking? The review objective is to synthesize the best available evidence related to the effectiveness of Problem-based learning on nursing students' critical thinking. Inclusion criteria Types of participants This review will consider studies that include nursing students. Types of intervention(s)/phenomena of interest This review will consider studies that used problem-based learning as intervention. Types of outcomes This review will consider studies that evaluated critical thinking skills as the study outcome, measured by using California Critical Thinking Disposition inventory (CCTDI) Types of studies This review will consider experimental studies. In the first instance, randomized controlled trials (RCTs) will be sought. In the absence of RCTs, other research designs such as non-randomized controlled trials and before and after studies will be considered for inclusion. Observational, cohort, case control and qualitative studies will be excluded.