Efficacy of problem-based learning approach for teaching evidence-based practice to midwives and nurses: A systematic review protocol

Abstract

Problem-Based Learning (PBL) has emerged as a promising educational approach for developing Evidence-Based Practice (EBP) competencies in nursing and midwifery education. PBL is a student-centered educational approach that uses authentic, illstructured clinical problems as the starting point for learning, where small groups of students work collaboratively under facilitator guidance to identify learning objectives and apply knowledge to solve real-world problems. However, there is limited synthesized evidence on PBL’s effectiveness specifically for teaching EBP to nursing and midwifery professionals globally. This systematic review aims to evaluate the efficacy of PBL approaches in teaching EBP to nursing and midwifery students and professionals. A comprehensive search will be conducted in MEDLINE, CINAHL, PubMed, EMBASE, Web of Science, ERIC, PsycINFO, and Cochrane CENTRAL, covering studies from 2001 to October 2024. Studies will be included if they evaluate PBL interventions for teaching EBP to nursing or midwifery students or professionals. Two independent reviewers will screen studies, extract data, and assess methodological quality using JBI-SUMARI tools. Due to anticipated heterogeneity, narrative synthesis will be the primary approach, with metaanalysis conducted if sufficient homogeneity exists. This review will provide evidence on PBL’s effectiveness for EBP education and inform curriculum development and educational policy in nursing and midwifery programs globally.