目的 系统评价基于小规模限制性在线课程（small private online course,SPOC）的混合式教学在护理专业中的应用效果。方法 计算机检索中国知网、维普期刊、万方数据库、中国生物医学网、PubMed、Web of Science、Cochrane Library、Embase中有关应用SPOC开展混合式教学的随机对照试验,经文献筛选、资料提取、质量评价后进行Meta分析。结果 最终纳入13篇文献,共包含3 072名学生。结果表明,基于SPOC的混合式教学可提高理论知识成绩[SMD=0.70,95%CI（0.56,0.84）,Z=9.80,P<0.001]、自主学习能力[SMD=0.58,95%CI（0.47,0.69）,Z=10.00,P<0.001]、学习合作能力[MD=2.52,95%CI（1.80,3.24）,Z=6.87,P<0.001]、学习动机[MD=1.48,95%CI（0.93,2.04）,Z=5.25,P<0.001]与满意度[RR=1.31,95%CI（1.10,1.57）,Z=2.94,P=0.003],差异均具有统计学意义（P<0.05）。结论 护理专业中采用基于SPOC的混合式教学可提升学生的理论知识成绩、自主学习能力、学习合作能力、学习动机与满意度,但对于专科生的相关文献仍较少,其应用效果有待进一步探究。

Objective To explore the effects of mixed teaching based on small private online course（SPOC） in nursing education. Methods The CNKI,VIP,Wanfang,CBM,PubMed,Web of Science,Cochrane Library and Embase were comprehensively conducted to find randomized controlled trials of using SPOC mixed teaching in nursing education. Meta-analysis was conducted after literature screening,data extraction and quality assessment. Results A total of 13 papers were included,including 3 072 students. The results showed that SPOC mixed teaching can improve theoretical knowledge scores[SMD=0.70,95%CI（0.56,0.84）,Z=9.80,P<0.001],autonomous learning ability[SMD=0.58,95%CI（0.47,0.69）,Z=10.00,P<0.001],learning cooperation ability[MD=2.52,95%CI（1.80,3.24）,Z=6.87,P<0.001],learning motivation[MD=1.48,95%CI（0.93,2.04）,Z=5.25,P<0.001]and satisfaction[RR=1.31,95%CI（1.10,1.57）,Z=2.94,P=0.003],all the differences were statistically significant（P<0.05）. Conclusion Using SPOC mixed teaching in nursing education can improve theoretical knowledge scores,autonomous learning ability,learning cooperation ability,learning motivation and satisfaction of students. However,there are still little related research literature for college students,and its application effects need to be further explored.