Currently submitted to: JMIR Research Protocols
Date Submitted: Feb 8, 2026
Open Peer Review Period: Feb 10, 2026 - Apr 7, 2026
(currently open for review)
Warning: This is an author submission that is not peer-reviewed or edited. Preprints - unless they show as "accepted" - should not be relied on to guide clinical practice or health-related behavior and should not be reported in news media as established information.
Constructivist Learning Theory–Based Teaching Methods in Chinese Nursing Education: Protocol for a Systematic Review and Meta-analysis
ABSTRACT
Background:
The cognitive paradigm in medical education is undergoing a transition from traditional knowledge transmission to learner-centered knowledge construction. In China, this shift is aligned with the Outline of the Plan for the Construction of China into an Education Powerhouse (2024-2035), which mandates high-quality, intrinsic development in nursing curricula. While Constructivist Learning Theory (CLT)–based teaching methods (eg, PBL, CBL, and situational simulation) have been widely explored across Chinese nursing institutions, the evidentiary base remains geographically fragmented and methodologically heterogeneous. A systematic synthesis is required to inform national evidence-based educational reforms.
Objective:
This protocol describes a systematic review and meta-analysis designed to evaluate the effectiveness of CLT-based teaching methods versus traditional lecture-based models on Chinese nursing students’ theoretical knowledge, practical skills, self-directed learning ability, and critical thinking disposition.
Methods:
A comprehensive systematic search will be conducted across nine electronic databases: PubMed, Web of Science, the Cochrane Library, Embase, CINAHL, China National Knowledge Infrastructure (CNKI), Wanfang Data, VIP Database (Chinese Scientific and Technological Journal Database), and China Biology Medicine (CBM). The search period spans from database inception to September 27, 2025, with an update scheduled for May 31, 2026. Randomized controlled trials and quasi-experimental studies involving Chinese nursing students will be included. Two independent reviewers will screen titles and abstracts, perform full-text retrieval, and extract data using standardized forms. Risk of bias will be assessed using the Cochrane Risk of Bias tool 2 (RoB 2) for randomized trials and the Joanna Briggs Institute (JBI) critical appraisal tools for quasi-experimental studies. Meta-analysis will be performed using Review Manager (RevMan) 5.4 and Stata 18.0, employing random-effects models and subgroup analyses based on educational level (eg, vocational vs. undergraduate) and intervention type.
Results:
This protocol was finalized in February 2026. A preliminary systematic search was conducted on September 27, 2025, identifying 990 records prior to deduplication. As of February 6, 2026, deduplication has been completed and title/abstract screening is underway. Full-text retrieval is expected to be completed by June 2026, and data extraction and risk-of-bias assessment are expected to be completed by July 2026. The final results manuscript is targeted for submission in September 2026.
Conclusions:
This review will provide a robust evidentiary foundation for the strategic deployment of constructivist methodologies in Chinese nursing education, specifically addressing the needs of vocational and undergraduate programs in the era of digital transformation. Clinical Trial: PROSPERO CRD420251159499
Citation
Request queued. Please wait while the file is being generated. It may take some time.
Copyright
© The authors. All rights reserved. This is a privileged document currently under peer-review/community review (or an accepted/rejected manuscript). Authors have provided JMIR Publications with an exclusive license to publish this preprint on it's website for review and ahead-of-print citation purposes only. While the final peer-reviewed paper may be licensed under a cc-by license on publication, at this stage authors and publisher expressively prohibit redistribution of this draft paper other than for review purposes.