The purpose of this study is to analyze the effect of learner centered instruction in the nursing field by using meta-analysis of 84 studies with problem based learning, action learning, flipped learning, and team based learning. As a result, the total effect size of learner centered class in nursing was 0.624. This means that learner centered instruction has a medium effect size. According to the instructional model, the effect size was higher in order of team based learning, action learning, flipped learning, and problem based learning. Among the total 15 dependent variables, the greatest effect size was in clinical performance. The medium effect size was in the dependent variables such as nursing knowledge, creativity, self directed learning, communication ability, interpersonal ability, problem solving ability, critical thinking. When the dependent variables were grouped into three domains, the effect size of the major competency was the largest, followed by the individual competency and the learning attitude. In addition, we examined the effect sizes of the moderate variables in learner centered instruction. This study shows that learner centered instruction is more effective than traditional teacher centered instruction. Based on the results of this study, we propose applying a new method of learner centered education.

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