Effects of virtual team-based learning on nursing students’ learning outcomes: protocol for a systematic review and meta-analysis

Virtual team-based learning (VTBL) demonstrates considerable potential in nursing students’ education. However, its specific effects on theoretical knowledge, skills, competence, and satisfaction remain unclear. This study aims to evaluate the effectiveness of virtual team-based learning in improving nursing students’ theoretical knowledge, skills, competence, and satisfaction. We will follow the preferred reporting items for systematic review and meta-analysis protocol (PRISMA-P) guidelines. Systematic literature retrievals will be conducted across six electronic databases, namely, PubMed, Web of Science, EMBASE, CINAHL, EBSCO, and the Cochrane Library. The inclusion criteria follows the PICOS framework, containing nursing students from academic institutions and clinical internship settings. This review examines studies comparing VTBL interventions with traditional teaching methodologies. Outcomes involve (1) theoretical knowledge, (2) skills, (3) competence, and (4) satisfaction. Eligible study designs comprise both randomized controlled trials (RCTs) and quasi-experimental studies. The searching timeline is from the inception of each database to April 2026, within no language restriction. Two reviewers will screen studies and extract data independently. Any disputes shall be resolved through discussion. Unresolved disputes will be decided by the third author. For the risk of bias assessment, the Cochrane risk-of-bias (RoB 2) tool for RCTs and the risk of bias in non-randomized studies of intervention (ROBINS-I) tool will be utilised. RevMan 5.3 will be used for meta-analysis. Ethical approval is not required for this protocol study as it involves analysis of published literature. Research findings will be published in a peer-reviewed journal. PROSPERO registration number: CRD420261291001.