The effect of the problem based learning teaching model combined with mind mapping on nursing teaching: A meta-analysis

Background: To evaluate the effect of the problem-based learning (PBL) teaching model combined with mind mapping on nursing teaching. Methods: The Cochrane Library, PubMed/MEDLINE, EBSCO, OVID, Science Citation Index (SCI), China Knowledge Resource Integrated (CNKI), VIP, WF and other databases were searched for studies published from 2000 to 2021 on the application of the PBL model in nursing teaching. Literature screening and data extraction were conducted by two independent evaluators based on inclusion and exclusion criteria, and heterogeneity was analysed. A meta-analysis was performed using RevMan 5.3 software. Results: A total of 1907 papers were initially retrieved, and 8 randomized controlled studies were eventually included in the meta-analysis after screening. Theoretical test scores, practical test scores, and students' self-learning ability in the experimental group were all significantly higher than those in the control group (P < 0.05); however, practical test scores were highly heterogeneous (I-2 = 76%). Conclusion: The PBL teaching model combined with mind mapping works well for nursing teaching in China. It can improve students' self-learning ability, which is conducive to Chinese nursing students mastering theoretical knowledge and improving practical abilities, and can be affected by a variety of factors in practical teaching.