ReviewSAGE open nursing
Student-Centered Pedagogical Strategies in Nursing Education: A Systematic Review and Meta-Synthesis of Experiences, Perceived Impacts, Facilitators, and Barriers.
Review in SAGE open nursing. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: To promote active learning, critical thinking, and professionalism among nursing students, pedagogical practices are increasingly shifting to student-centered approaches. This systematic review and meta-synthesis of qualitative studies and mixed-methods studies was undertaken to examine the perspectives of both nursing students and educators of their experiences of student-centered pedagogies. Methods: This review was reported in accordance with the Enhancing Transparency in Reporting the Synthesis of Qualitative Research (ENTREQ) statement, with the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) statement's flow diagram followed to ensure transparency of the review study selection process. A systematic search was undertaken in five major electronic databases of peer-reviewed, qualitative studies and mixed-methods studies with a qualitative component published between 2015 and 2025. SPIDER tool was used for inclusion criteria. A data extraction form was developed for this synthesis, and thematic synthesis was carried out according to Thomas and Harden (2008) using NVivo 12. The risk of bias was assessed using the Critical Appraisal Skills Programme (CASP) Checklist. Results: The database search yielded 366 citations from which 31 studies were ultimately included in this review. Synthesis identified four main themes: 1) facilitating students' active cognitive engagement; 2) fostering of clinical competence and metacognitive competence; 3) fostering positive, supportive learning environments; 4) addressing facilitators and barriers, namely, cognitive overload and resistance to change and lack of resources and institutional support. Conclusion: Student-centered pedagogies may improve students' learning, engagement, and clinical and metacognitive competence within nursing education. However, for student-centered pedagogies to be implemented effectively, identified barriers to student engagement need to be addressed. Further, it is necessary to facilitate the implementation of this pedagogical shift by providing faculty development and curricula, and support infrastructure.
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What OpenQuestion holds
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.