The impact of project-based learning on pediatric nursing education: an integrative review

Harnessing Peer Power in Nursing Education: A Systematic Review of Peer-Assisted Learning Interventions.

BACKGROUND Peer-assisted learning (PAL) has attained increasing recognition as a student-centered teaching strategy. The aim of this review was to summarize the data on how PAL interventions affect the clinical skills and knowledge acquisition of undergraduate nursing students, while also investigating secondary outcomes, including leadership competency, teamwork, and self-confidence. METHOD In accordance with the PRISMA 2020 guidelines, this systematic review identified studies published between January 2015 and October 2025. Eligible studies evaluated the effects of PAL on undergraduate nursing students using experimental or quasi-experimental designs. RESULTS A total of 13 studies met the inclusion criteria. PAL interventions consistently improved knowledge acquisition, clinical and psychomotor skills, self-efficacy, teamwork, and leadership behaviors across various clinical settings. Randomized controlled trials reported medium-to-large effect sizes for psychomotor skill performance (p < .001) and self-efficacy (p < .01). CONCLUSION The results support the inclusion of structured PAL models in nursing programs, encouraging hands-on learning, teamwork, and leadership development.

The effect of digital-based educational methods on learning outcomes ın nursing students: An integrative review proposing a conceptual framework.

BACKGROUND In response to the increasingly demanding needs of healthcare today, the integration of digital technologies into nursing education has accelerated. Digital approaches such as simulation, virtual learning environments, and AI-supported applications have become widely used to improve clinical competence. However, the mechanisms by which they affect learning and their effectiveness in cognitive, psychosocial, and psychomotor domains have not been sufficiently conceptualized. OBJECTIVE To integrate the effects of digital-based educational methods on nursing students' learning experiences and to develop a conceptual framework. DESIGN An integrative review. METHOD This review was conducted in accordance with the Whittemore and Knafl framework. A total of 54 studies published between January 2021 and January 2026, using qualitative, quantitative, and mixed methods, were included in the study. The methodological quality of the study was evaluated using the Mixed Methods Assessment Tool. Data were synthesized through inductive content analysis. RESULTS Digital-based intervention results significantly improved psychomotor skill performance, clinical decision-making ability, self-learning, motivation, and professional identity. The findings explain a shift from passive to active learning in the learning process, i.e., digital autonomy. A "Holistic Transformation Model of Digital Clinical Learning" encompassing safe learning spaces, digital autonomy, psychosocial transformation, and hybrid learning ecosystems has been developed. CONCLUSION Digital-based training methods represent a transformative pedagogical change in nursing education. Promoting digital autonomy and hybrid learning ecosystems is essential for achieving sustainable clinical competence in contemporary healthcare settings.

Beyond knowledge acquisition: the role of problem-based learning in supporting competency and skills development in pharmacy education — a systematic review

To synthesize evidence on the role of PBL in pre-registration pharmacy education in fostering metacognitive and interpersonal competency development, with particular emphasis on self-regulation, learner autonomy, and professional collaboration. A systematic search of MEDLINE, Embase, ERIC, Scopus, and Cumulative Index to Nursing and Allied Health Literature (CINAHL) identified peer-reviewed primary studies exploring PBL-related competency and skill development among undergraduate pharmacy students. Quantitative, qualitative, and mixed methods studies were included. Two reviewers independently screened studies and extracted data. Findings were synthesized narratively, and methodological quality was appraised using the Mixed Methods Appraisal Tool 2018. Twenty-six studies met the inclusion criteria (12 mixed methods, 11 quantitative descriptive, 3 qualitative). Three domains emerged from the narrative synthesis: (1) Self-regulated clinical reasoning, decision-making, and metacognitive development ( n  = 16); (2) Communication and teamwork skills ( n  = 12); and (3) Engagement, motivation, and learning management skills, including organization and accountability ( n  = 9). Across studies, PBL was associated with enhanced reflective capacity, greater ownership of learning, improved confidence in complex decision-making, and strengthened collaborative communication. However, experiences were not uniformly positive; some studies reported learner anxiety, resistance, or reduced engagement when cultural alignment was limited. Most studies were rated medium to high quality. Beyond cognitive gains, PBL appears to cultivate self-regulation, learner autonomy, and collaborative competencies essential for preparing pharmacists capable of navigating the evolving scope of contemporary practice. Further longitudinal, theory-informed research is needed to clarify the contextual conditions under which PBL most effectively supports sustained learner development.

The Context of Teaching/Learning in Anatomy for Nursing Students: Systematic Review

Education programmes on performance-based assessment for allied health and nursing educators: a scoping review

Performance-based assessment (PBA) plays a pivotal role in evaluating allied health and nursing students' readiness for independent clinical practice. Despite its importance, training for clinical educators in PBA is often ad hoc and inconsistent. This scoping review aimed to map the landscape of existing PBA education programmes for allied health and nursing educators and describe their content, format and educational impact. A scoping review was conducted based on Arksey and O'Malley's framework in accordance with the Joanna Briggs Institute scoping review guidance. Searches of five electronic databases and three grey literature collections were performed for publications from 2000 to 2025. Articles were included if they reported on design, implementation or evaluation of PBA educator programmes. Screening and data extraction were conducted independently by three reviewers using a standardized tool to chart programme characteristics, instructional strategies, outcome measures and educational impact. Data were synthesized descriptively. Of 5,306 records screened, nine studies met inclusion criteria. Programme durations ranged from 1–15 h, primarily delivered via in-person workshops (n = 8/9). Instructional strategies frequently included interactive workshops, video-based simulation of student's performance and guided practice. Outcome measures focused on educators' self-reported confidence, knowledge gains and rating accuracy, with most studies reporting improvements. Results indicated that interactive, simulation-based workshops enhance educators' assessment skills, knowledge and confidence. However, important gaps remain regarding optimal programme length, pedagogical frameworks, translational of training into the work environment and longitudinal outcomes. Standardized, evidence-informed training is needed to ensure reliable PBA practices and maintain the integrity of competency-based education.

Blended Learning in Health Professions Education: A Systematic Review of Pedagogical Approaches, Digital Innovations, Learning Outcomes, and Implementation Challenges

This study aims to examine the implementation patterns, technology integration, learning outcomes, student engagement, and sustainability factors of blended learning (BL) in health professions education (HPE) between 2020 and 2024 across diverse pedagogical and educational contexts. Despite the increasing adoption of BL in HPE, the existing literature lacks a comprehensive, theory-informed synthesis of implementation patterns, technology integration, the relationship between student engagement and learning outcomes, and sustainability factors across disciplines and educational settings. This study employed a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines. The review was conducted using the Scopus database and included studies published between January 2020 and December 2024. A total of 41 peer-reviewed empirical studies were selected from an initial pool of 65 records through rigorous title and abstract screening, followed by full-text eligibility assessment. Data were synthesised narratively, and the findings were organised thematically according to five research questions using an integrated theoretical framework encompassing constructivism, cognitive load theory, multimedia learning theory, and self-regulated learning theory. The findings revealed that 58.5% of the included studies implemented general BL approaches, whereas 41.5% adopted established pedagogical frameworks. Technology integration primarily involved multimedia resources (53.7%), digital assessment platforms (43.9%), and video conferencing tools (43.9%). Overall, BL demonstrated high effectiveness, with 86% of the reported learning outcome measures indicating positive results. Structured active engagement exhibited the strongest positive association with learning outcomes (r ≈ 0.55–0.75). The main challenges included substantial resource requirements and difficulties in student self-regulation, whereas instructional design support emerged as the most important facilitating factor. These findings suggest that although BL is highly effective in HPE, its long-term sustainability depends on transitioning from ad hoc implementation to institutionally supported, theory-driven instructional design. Accordingly, educators and higher education institutions should prioritise intentional pedagogical design and sustained institutional support to ensure the effective and sustainable implementation of blended learning in health professions education.