Nurse education today · 2026
Comparative effects of pedagogical strategies for teaching the nursing process: Systematic review and network meta-analysis.
СтатьяNetwork Meta-AnalysisСистематический обзорНазвание и аннотация: Перевод в очереди
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Oliveira Silva George, Aredes Natália Del' Angelo, Ues Larissa Viana, Oliveira Flavia Silva E, Cavalcante Agueda Maria Ruiz Zimmer, Campbell Suzanne Hetzel
Аннотация
AIM: To evaluate the efficacy of active pedagogical strategies for teaching the nursing process compared to traditional teaching methods.
DESIGN: Systematic review with meta-analyses performed according to the recommendations of Cochrane Handbook and reported according to Preferred Reporting Items for Systematic Reviews and Metanalyses (PRISMA) Statement.
DATA SOURCES: Searches were carried out in February 2024 and updated in October 2025 in the databases Cumulative Index to Nursing and Allied Health Literature, Latin American and Caribbean Literature on Health Sciences, Excerpta Medica Database, Medical Literature Analysis and Retrieval System Online, Scopus and Web of Science. Free searches and searches in gray literature were performed in Google Scholar.
METHODS: The selection of studies and data extraction was performed independently by two reviewers. Data synthesis was performed through narrative synthesis and meta-analytic methods. Meta-analyses were conducted for knowledge, clinical reasoning, critical thinking and attitudinal skills.
RESULTS: Thirty-four studies involving undergraduate and graduate nursing students were included to evaluate the effectiveness of active teaching strategies in developing nursing process related competencies. The meta-analyses demonstrated that active learning strategies significantly improved knowledge (SMD = 0.95; p < 0.001; I2 = 80%), clinical reasoning (SMD = 0.48; p < 0.001; I2 = 43%), and attitudinal skills (SMD = 0.39; p = 0.004; I2 = 81%) when compared to traditional methods. There was no difference in critical thinking (SMD = 0.92; p = 0.074; I2 = 95%). Subgroup analyses showed that among the strategies evaluated, simulation consistently showed favorable results for knowledge, clinical reasoning, and attitudinal skills.
CONCLUSION: This study supports the effectiveness of active teaching strategies - particularly simulation - in enhancing learning outcomes associated with the nursing process. The findings emphasize the value of integrating structured, student-centered pedagogies in nursing curricula to foster core competencies.
DESIGN: Systematic review with meta-analyses performed according to the recommendations of Cochrane Handbook and reported according to Preferred Reporting Items for Systematic Reviews and Metanalyses (PRISMA) Statement.
DATA SOURCES: Searches were carried out in February 2024 and updated in October 2025 in the databases Cumulative Index to Nursing and Allied Health Literature, Latin American and Caribbean Literature on Health Sciences, Excerpta Medica Database, Medical Literature Analysis and Retrieval System Online, Scopus and Web of Science. Free searches and searches in gray literature were performed in Google Scholar.
METHODS: The selection of studies and data extraction was performed independently by two reviewers. Data synthesis was performed through narrative synthesis and meta-analytic methods. Meta-analyses were conducted for knowledge, clinical reasoning, critical thinking and attitudinal skills.
RESULTS: Thirty-four studies involving undergraduate and graduate nursing students were included to evaluate the effectiveness of active teaching strategies in developing nursing process related competencies. The meta-analyses demonstrated that active learning strategies significantly improved knowledge (SMD = 0.95; p < 0.001; I2 = 80%), clinical reasoning (SMD = 0.48; p < 0.001; I2 = 43%), and attitudinal skills (SMD = 0.39; p = 0.004; I2 = 81%) when compared to traditional methods. There was no difference in critical thinking (SMD = 0.92; p = 0.074; I2 = 95%). Subgroup analyses showed that among the strategies evaluated, simulation consistently showed favorable results for knowledge, clinical reasoning, and attitudinal skills.
CONCLUSION: This study supports the effectiveness of active teaching strategies - particularly simulation - in enhancing learning outcomes associated with the nursing process. The findings emphasize the value of integrating structured, student-centered pedagogies in nursing curricula to foster core competencies.