Effects of extended problem-based learning interventions on undergraduate nursing education: A systematic review.

Xingling Liu; Houqiang Huang; Kechen Liu

doi:10.1016/j.nedt.2026.107255

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Effects of extended problem-based learning interventions on undergraduate nursing education: A systematic review.

Xingling Liu·Houqiang Huang·Kechen Liu

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Abstract

OBJECTIVE: Exploring the effects of long-term PBL (problem-based learning) intervention on undergraduate nursing students. METHODS: The article retrieved literature from CINAHL Complete, Academic Search Complete, Web of Science, PubMed, EMBASE, OVID, and Cochrane Library up to January 2025. Studies had to meet all of these criteria: (1) They used a randomized controlled trial (RCT) and quasi-experimental design. (2) The PBL pedagogy intervention lasted 4 weeks or longer. (3) The participants were undergraduate nursing students. (4) They reported primary outcomes. These included critical thinking, problem-solving skills and self-directed learning. Two researchers screened articles, extracted data, and assessed quality independently using blinding. They used Cochrane ROB2 for RCTs and ROBINS-I for quasi-experimental studies to judge bias risk. Meta-analysis was performed using RevMan 5.4 software. For continuous variables, standardized mean difference (SMD) and 95% confidence interval were calculated. Heterogeneity was assessed by I2 statistic. When I2 > 50%, sensitivity analysis was conducted. The source of heterogeneity was explored by excluding studies one by one. The primary outcomes included standardized critical thinking, problem-solving, and self-directed learning assessment results. RESULTS: A total of 11 randomized controlled trials and quasi-experimental studies were retrieved and included for meta-analysis. The experimental group significantly outperformed the control group in critical thinking, problem-solving, and self-directed learning, with differences being statistically significant (P ≤ 0.05). However, high heterogeneity was observed. After sensitivity analysis, the heterogeneity was reduced and the results remained statistically significant, indicating that the findings were not solely dependent on the excluded studies.

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Problem-Based Learning Humans Education, Nursing, Baccalaureate Students, Nursing Problem Solving Thinking Meta-analysis Nursing undergraduate education Problem-based learning Quasi-experimental Randomized controlled trials (RCTs)Journal Article Systematic Review Review

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Xingling Liu, Houqiang Huang, Kechen Liu. 2026-06-30. Effects of extended problem-based learning interventions on undergraduate nursing education: A systematic review.. https://doi.org/10.1016/j.nedt.2026.107255

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Education, Nursing, Baccalaureate subject Humans subject Journal Article subject Journal Article; Systematic Review; Review resource Meta-Analysis subject Nursing undergraduate education subject Randomized controlled trials study Systematic reviews study

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