| Author (year) | Sample size | Intervention | Measurement tool | Result |
| Jamshidi, Hemmati Maslakpak, and Parizad (2021) | 78 fourth-year nursing students | control and the experimental group | providing them with learning materials about using the PBL method | knowledge of students’, and practice of patient well-being and care highly improved in the experimental than in control group (p = 0.001) |
| Mogale, (2001b) | first-year nursing students | qualitative, explorative, descriptive study | phases of implantation of problem based learning till formulating guide lines for tutors to guide students’ | phases one, two, and three, students’ can use PBL in clinical sitting and there were positive perceptions |
| González Hernando et al. (2014) | 134 second-year nursing students | Students’ nurses’ satisfaction in problem-based learning, a descriptive transversal study | satisfaction scale was administered under PBL implementation | Satisfaction was high in applying the new methodology of problem-based learning |
| Hamdan et al. (2014) | 94 third-year students’ | quasi-experimental pretests and post-test | examines the association between students’ degree of satisfaction toward PBL and the effectiveness of PBL | outcomes showed significant differences in pretest and post-test scores t (93) = −13.70, p < 0.001 |
| Dorri et al. (2020) | 300 hours per semester for the bachelor in nursing to an average of 40 to 50 students per semester | experience details of a learning strategy accepted in nursing care of adults with a course load | provide students with scientific organized knowledge of nursing care of adults in medical and surgical situations by development of case study | responses to the case studies were adequately designated |
| Khoiriyah and Husamah (2018) | 18 state junior student | Critical thinking identified and recognized from the conducting grading style, and outcomes from learning were obtained from the writing test | Grading style of problem solving, critical thinking abilities, learning. | PBL increase the estimation of practicing in solving problem by 27% with the achievement rate of 47%, the average of creative thinking abilities of 11% with the achievement rate of 17.5%, and the average end result of the learning of 13% with the achievement rate of 15% |
| Kaddoura (2011b) | 103 students (65 participants from the PBL course and remaining 38 participant from lecture-based learning) | Comparative descriptive study Measure the critical thinking of the student nurses’ during lecture-based learning methodology or problem-based learning technique. | California Critical Thinking Skills Test (CCTST) | The result appeared that the CCTST grads for the students in the PBL course was greater than lecture-based learning (LBL). |
| Gonzalez et al. (2020b) | 11 participants from senior nursing program | randomized control study participants were rotated between the groups discussing topics related to the fundamental health subject | Kaplan Critical Thinking Integrated Test (KCTIT) | Results showed no difference on the Kaplan Critical Thinking Integrated Test (KCTIT) between participated in the intervention and who did not, t(50) = 0.174, p > 0.05. The data analyses between the students’ who didn’t participate (M = 67.59, SD = 5.81) and the students’ participated (M = 67.88, SD = 5.99) were statistically same |