Effects of BOPPPS combined with TBL in surgical nursing for nursing undergraduates: a mixed-method study

Abstract

Background Surgical Nursing is a core subject for nursing undergraduates that requires active and effective learning strategies to cultivate students’ autonomous learning competencies and critical thinking. The effects of BOPPPS (Bridge-in, Objectives, Pretest, Participatory Learning, Post-test and Summary) model combined with team-based learning (TBL) have rarely been explored in Surgical Nursing courses. Objective To explore the effects of BOPPPS combined with TBL in Surgical Nursing for nursing undergraduates. Methods A mixed research method of quasi-experimental study design and descriptive qualitative research was used. The control group included 27 nursing undergraduates who had finished the Surgical Nursing course using traditional learning. The experimental group included 36 nursing undergraduates were enrolled in to receive the Surgical Nursing course in the teaching mode of BOPPPS combined with TBL. The quantitative data of students’ Surgical Nursing final scores, autonomous learning competencies and critical thinking ability of the two groups were collected and compared by t-test. Qualitative results were obtained through semi-structured interviews and data were analyzed by thematic analysis method. Results Compared with the traditional learning mode, BOPPPS combined with TBL significantly improved nursing students’ final examination scores, autonomous learning competencies and critical thinking ability (p < 0.05). Qualitative results from 14 undergraduate nursing students’ interviews were summarized into five themes: (1) stimulating learning interest; (2) improving autonomous learning ability; (3) improving the sense of teamwork; (4) exercising critical thinking; and (5) suggestions for improvement. Conclusions The combination of BOPPPS and TBL positively impacted nursing students by improving their autonomous learning competencies and critical thinking ability. The study suggests BOPPPS combined with TBL learning as an effective, alternative learning mode.

Practical exploration of BOPPPS model combined with situational teaching method in clinical training of intensive medicine

“…Authors' information 1 The First School of Clinical Medicine, Guangdong Medical University, Dongguan 523808, Guangdong, China; 2 The School of Basic Medicine, Guangdong Medical University, Dongguan 523808, Guangdong, China; 3 Fujian Medical University Union Hospital, Fuzhou 350001, Fujian, China; 4 Department of Public Health and Medical Technology, Xiamen Medical College, Xiamen 361023, Fujian, China; 5 The Graduate School of Guangdong Medical University, Dongguan 523808, Guangdong, China…”

“…BOPPPS teaching method is a novel clinical teaching model, which stimulates students' learning interest through bridge-in (B) introduction, and draws up corresponding training objectives (O) and pre-assessment (P) plans according to the actual situation of students. Various teaching methods are integrated to allow each student to participate in learning (P), and post-assessment (P) is used to evaluate the students' mastery of knowledge and skills and make a summary (S) [1][2]. Situational teaching takes the lead in simulating and designing diagnosis and treatment scenes related to clinical teaching contents and objectives in the teaching process, so as to vividly show the complexity and diversity of clinical diseases in ICU, so as to stimulate and enhance the learning interest and motivation of trainees [3][4].…”

Application effect of BOPPPS teaching model on fundamentals of nursing education: a meta-analysis of randomized controlled studies

“…In the past decade, there has been an increasing amount of research on BOPPPS in nursing education, including areas such as medical nursing ( 19 ), surgical nursing ( 20 ), health assessment ( 21 ), and nursing management ( 22 ). These studies indicate that the BOPPS teaching model has a positive impact on student’s academic performance, self-directed learning abilities, and satisfaction with their learning, compared to control groups receiving traditional teaching methods.…”

The application of the BOPPPS model in the ward rounds of nurses’ standardized training in Southwest China: a mixed methods study

“…The BOPPPS teaching model has been widely applied in medical education. Li et al ( 11 ) found that combining BOPPPS and team-based learning can improve the self-learning and critical thinking abilities of nursing undergraduates. Xu et al ( 12 ) explored the application effect of the mixed BOPPPS teaching model in gynecological clinical internships and demonstrated that the BOPPPS teaching model could stimulate students’ learning interest and initiative, enhance their clinical practice ability, and improve their satisfaction.…”