Effectiveness of a BOPPPS teaching in blood purification nursing within the context of resident teaching

Le résumé fourni par la source

Objective This study aimed to evaluate the effectiveness of the Bridge-in, Objective, Pre-assessment, Participatory learning, Post-assessment, and Summary (BOPPPS) teaching model in improving educational outcomes within a blood purification nursing residency training program. Background BOPPPS model is a structured, and learner-centered instructional framework that fosters active participation and self-directed learning. Despite its growing application in general education, its utility in specialized clinical nursing education remains insufficiently studied. Methods A quasi-experimental design was used to facilitate sampling. A total of 118 undergraduate nursing students were included: 55 in the control group (2018–2019, traditional lecture-based teaching) and 63 in the intervention group (2020–2021, BOPPPS model). Data were collected using validated instruments, including the Academic Self-Efficacy Scale, the College Student Learning Engagement Scale, and the Learning Burnout Scale. In addition, final exam scores (scale of 0–100) and course satisfaction (17-item scale covering cognitive, skill-based, and emotional domains) were assessed. Statistical data analysis was conducted using SPSS 26.0, applying descriptive statistics, independent samples t-tests, and paired samples t-tests. Results Compared to the control group, students in the BOPPPS group reported significantly higher levels of academic self-efficacy and learning engagement, lower levels of learning burnout, improved examination performance, and greater course satisfaction (p < 0.05 or p < 0.01). Conclusion BOPPPS teaching model can significantly enhance cognitive, behavioral, and affective learning outcomes in the context of specialized clinical nursing education. This presents a promising pedagogical approach for residency training programs to optimize learner development while reduce academic burnout.

Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.