Enhancing Critical Thinking through Constructive Scenario-Based Learning in Undergraduate Nursing Education: A Systematic Review

Abstract

Aims: This study aims to investigate the enhancement of critical thinking in nursing education through constructive scenario-based learning (CSBL) in an undergraduate nursing programme. Study Design: A systematic review design was used. Place and Duration of Study: This study was conducted by searching various databases and focusing on peer-reviewed publications from January 2010 to December 2025. Method: The study identified 1,258 papers by reviewing titles, abstracts, study content, and outcomes. Using the PRISMA checklist, RoB-2, ROBINS-I, and Rayyan software to reduce the risk of bias during data synthesis, 22 articles were selected and met the inclusion criteria. Result: A total of 59 reports involving 4,547 participants were identified across 22 studies. These studies explored statistically significant enhancement of critical thinking among undergraduate nursing students through constructive scenario-based learning. A variety of standardised measures, including the Critical Thinking Disposition Inventory and the Reasoning Test of Health Science, were used across quantitative, qualitative, and systematic review studies with meta-analysis to assess improvements, and the findings demonstrated highly significant results. Conclusion: In conclusion, this review indicates that constructive scenario-based learning can support contemporary educational paradigms and equip students with skills required to navigate the dynamic and often unpredictable nature of clinical practice. Educators are encouraged to design and implement scenario-based exercises that promote analytical thinking and problem-solving abilities.