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The effect of problem-based learning in nursing education: a meta-analysis

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Abstract

Problem-based learning (PBL) has been identified as an approach that improves the training of nurses by teaching them how to apply theory to clinical practice and by developing their problem-solving skills, which could be used to overcome environmental constraints within clinical practice. A consensus is emerging that there is a need for systematic reviews and meta-analyses regarding a range of selected topics in nursing education. The purpose of this study was to conduct a meta-analysis of the available literature in order to synthesize the effects of PBL in nursing education. Using a number of databases, we identified studies related to the effectiveness of PBL in nursing. An analysis was conducted on a range of outcome variables, including overall effect sizes and effects of evidence and evaluation levels, learning environment, and study characteristics. We found that the effect of PBL in nursing education is 0.70 standard deviations (medium-to-large effect size). We also found that PBL has positive effects on the outcome domains of satisfaction with training, clinical education, and skill course. These results may act as a guide for nurse educators with regard to the conditions under which PBL is more effective than traditional learning strategies.

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Acknowledgments

This study was supported by the Basic Science Research Program through the National Research Foundation of Korea (NRF) funded by the Ministry of Education, Science and Technology (2009-0068463).

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Authors and Affiliations

  1. Department of Education, College of Education, Jeonju University, Jeonju, Republic of Korea

    In-Soo Shin

  2. Department of Nursing, College of Medicine, Dankook University, San #29, Anseo-dong, Dongnam-gu, Cheonan-si, Chungnam, 330-714, Republic of Korea

    Jung-Hee Kim

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  1. In-Soo Shin
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Correspondence to Jung-Hee Kim.

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Shin, IS., Kim, JH. The effect of problem-based learning in nursing education: a meta-analysis. Adv in Health Sci Educ 18, 1103–1120 (2013). https://doi.org/10.1007/s10459-012-9436-2

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