In recent years, the educational landscape in healthcare has witnessed transformative changes, particularly in how nursing and midwifery students are taught essential skills. Central to this evolution is the adoption of innovative pedagogical frameworks, most notably the Problem-Based Learning (PBL) approach. This educational strategy is gaining considerable traction due to its effectiveness in enhancing critical thinking, problem-solving abilities, and collaborative skills among students. A systematic review conducted by Komuhangi, Neuhann, Louis, and colleagues underscores the efficacy of the PBL approach in teaching Evidence-Based Practice (EBP) within nursing and midwifery education.
The systematic review synthesized findings from multiple studies, aiming to clarify the impact of PBL on nursing and midwifery students’ comprehension and application of EBP. Evidence-Based Practice is vital in improving patient outcomes and ensuring that care delivered is based on the best available evidence. However, traditional teaching methods have often struggled to cultivate the requisite critical thinking skills in students, essential for the effective application of EBP in clinical settings. The shift towards PBL represents a pivot that aligns educational methodologies with the demands of modern healthcare.
Within the context of the study, PBL is characterized by its focus on student-centered learning. Instead of passive absorption of information, students engage actively with real-world problems, fostering an environment where they can collaboratively investigate scenarios, develop solutions, and reflect on their learning experiences. This immersive approach encourages a deeper understanding and retention of knowledge, which is crucial in the fast-paced healthcare environment where decisions need to be made promptly.
The review examined multiple studies that implemented PBL in nursing and midwifery curricula across diverse educational settings. The findings revealed a marked improvement in students’ engagement levels and motivation when compared to conventional teaching techniques. Students reported feeling more empowered and equipped to approach clinical challenges, attributes that are integral not only to their academic success but also to their future careers as healthcare professionals.
A critical insight from the review is the role of facilitators in the PBL process. Effective facilitators guide the learning journey without dominating discussions, encouraging students to explore their inquiries and emerge as independent thinkers. This dynamic helps foster a learning environment that prioritizes exploration, inquiry, and self-directed study—key components in mastering EBP.
Moreover, the systematic review highlighted the challenges faced in implementing PBL. While the benefits are evident, certain obstacles such as the resistance to change from traditional teaching methods, the need for extensive training for educators, and the logistical complexities of restructuring curricula remain. Additionally, the need for ongoing assessment of student outcomes is crucial to ensure that the PBL framework effectively meets learning objectives.
Notably, the review also pointed to the importance of integrating technology into PBL. Online collaborative tools and simulation-based learning platforms have emerged as effective adjuncts to traditional PBL practices. These technologies offer students opportunities for remote collaboration and richer engagement with content, thereby enhancing the learning experience. Incorporating these tools into the PBL framework could further bolster students’ skills in research, analysis, and application of EBP.
Another vital aspect discussed is the adaptability of PBL across various educational levels and contexts. From undergraduate nursing programs to continuing professional development for existing practitioners, the principles of PBL can be customized to meet specific educational needs. This versatility makes PBL a valuable asset in the perpetually evolving field of healthcare education.
The review’s conclusions demonstrate the pressing need for educational institutions to embrace PBL as a fundamental component of nursing and midwifery training. With growing demands for proficient healthcare professionals who can navigate complex clinical environments, PBL serves as a critical mechanism for developing the necessary competencies. By aligning education with the realities of patient care, PBL ensures that future nurses and midwives are not only knowledgeable but also capable of applying their knowledge effectively in practice.
The implications of this systematic review extend beyond academia, impacting clinical practice and patient care. As nursing and midwifery professionals emerge from programs infused with PBL methodologies, the potential for improved patient outcomes becomes increasingly probable. These graduates are better equipped to engage with evolving evidence, ultimately fostering a culture of continuous improvement in clinical settings.
Moreover, stakeholders in healthcare education must recognize the value of sustained research and investment in PBL methodologies. By perpetuating this pedagogical approach, institutions can ascertain that their graduates are competent, confident, and ready to contribute to a healthcare system that prioritizes evidence-based interventions. In doing so, the cycle of innovation in healthcare education and practice can continue to thrive.
The systematic review by Komuhangi and colleagues not only emphasizes the positive outcomes associated with the PBL approach but also serves as a call to action for educators. Within the realm of nursing and midwifery education, adopting such innovative practices is no longer optional but imperative to prepare students for the complexities of modern healthcare. This call resonates with the broader ambitions of educational reform aimed at fostering excellence and accountability within the healthcare profession.
In conclusion, the efficacy of Problem-Based Learning in teaching Evidence-Based Practice is a crucial finding that could shape the future of nursing and midwifery education. By fostering critical thinking, enhancing student engagement, and ensuring practical application of knowledge, PBL stands as a beacon of innovation in a field that is constantly in flux. As educational paradigms shift, so too must the methodologies that underpin nursing and midwifery training, paving the way for a new era of healthcare education.
Subject of Research: Efficacy of Problem-Based Learning in Nursing and Midwifery Education
Article Title: Efficacy of Problem Based Learning approach for teaching Evidence Based Practice in midwifery and nursing education: a systematic review.
Article References:
Komuhangi, G., Neuhann, F., Louis, V. et al. Efficacy of Problem Based Learning approach for teaching Evidence Based Practice in midwifery and nursing education: a systematic review.
BMC Nurs 24, 1412 (2025). https://doi.org/10.1186/s12912-025-04101-w
Image Credits: AI Generated
DOI: https://doi.org/10.1186/s12912-025-04101-w
Keywords: Problem-Based Learning, Evidence-Based Practice, Nursing Education, Midwifery Education, Systematic Review, Active Learning, Educational Innovation, Critical Thinking, Student Engagement, Health Care Outcomes.
