ArticleBMJ open2025
Educational outcomes of emerging teaching methods in undergraduate nursing education: a systematic review and meta-analysis protocol.
Article in BMJ open, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
11 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionUndergraduate nursing education is essential in preparing competent and compassionate healthcare professionals capable of addressing the complex challenges in today's healthcare landscape. This protocol proposes a systematic review of the educational outcomes of virtual/augmented reality, flipped classrooms, team-based learning and gamification compared with traditional or didactic methods in undergraduate nursing education. METHODS AND ANALYSIS: A systematic review protocol based on Preferred Reporting Items for Systematic Reviews and Meta-Analysis Protocol guidelines will be conducted. Experimental and observational studies published from 2014 through 2024 will be identified by searching the electronic databases PubMed, Scopus, Embase, Web of Science and CINAHL that compare emerging with traditional or didactic teaching methods among undergraduate nursing students. Two reviewers will independently assess titles and abstracts to identify relevant studies based on eligibility criteria. Two additional reviewers will extract data from full-text articles that meet these criteria, evaluate the risk of bias and assess the quality of the selected studies. The meta-analysis will include effect size, heterogeneity, subgroup analyses and publication bias tests. ETHICS AND DISSEMINATION: Ethics approval is not required. The publication will be in peer-reviewed journals and presented at national and international conferences. PROSPERO REGISTRATION NUMBER: CRD42024618288.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.