Objectives: A meta-analysis was conducted to systematically evaluate the effect of the escape room teaching method on nursing education. Methods: We searched PubMed, Medline, Web of Science, CNKI, VIP, and Wanfang databases, with a search time frame from the first day of database establishment to October 2022. Two researchers evaluated the quality of the obtained literature and extracted the data. The RevMan5.4 software was used for meta-analysis. Results: A total of 7 studies involving 1487 nursing students were included. Compared with the control group, the escape room teaching method improved the professional performance of nursing students [standardized mean difference (SMD) = 0.98, 95% confidence interval (CI; 0.38,1.59), P < 0.0001]. The critical thinking ability of nursing students was enhanced [mean difference (MD) = 12.64, 95% CI (7.91,17.37), P < 0.0001], and the investment level of nursing students in learning was improved [MD = 4.18, 95% CI (1.74,6.62), P < 0.0001]. Conclusion: The escape room teaching method can improve nursing students’ professional performance, critical thinking ability, and learning engagement level. There is no significant difference in the impact of nursing teaching satisfaction, and there is still a lack of data support. This paper is limited by the quality and quantity of included literature, and more high-quality studies are still needed to further demonstrate the above conclusions.
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