A Meta-Analysis of the Effectiveness of Curriculum Ideology and Politics in Nursing Education

This study aims to systematically evaluate the effectiveness of integrating curriculum ideology and politics into nursing education. Literature was retrieved from CNKI, Wanfang Data, and VIP Information (Chinese Scientific Journals Database, hereafter referred to as VIP) using the keywords curriculum ideology and politics, nursing, teaching, and application. The search included studies published from the inception of each database until December 31, 2024. Studies were screened according to predefined inclusion and exclusion criteria. Outcome indicators included theoretical knowledge mastery, clinical skills performance, and teaching satisfaction. RevMan 5.4.1 software was used for meta-analysis. Twelve studies were included, involving a total of 2,345 nursing students. Meta-analysis showed that curriculum ideology and politics significantly improved theoretical knowledge (SMD=1.27, 95% CI=0.74-1.81, Z=4.65, P<0.001), clinical skills (SMD=1.20, 95% CI=0.89-1.52, Z=7.41, P<0.001), and teaching satisfaction (SMD=3.00, 95% CI=1.44-4.56, Z=3.77, P<0.001). Additionally, it positively influenced professional identity, professional attitude, humanistic care ability, and self-efficacy. Integrating curriculum ideology and politics into nursing education yields significant benefits, improving both professional competence and humanistic literacy among students.