ArticleBMC nursing2025
Application of the BOPPPS teaching model in the teaching of introduction to nursing course.
Article in BMC nursing, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- Self-transcendence and professional identity among undergraduate nursing students: a moderated mediation model of learning engagement and career self-efficacy.BMC psychology · 2026Article
- The relationship between instructional feedback and academic performance: the role of artificial intelligence perception.BMC medical education · 2026Article
- BOPPPS-based teaching combined with narrative pedagogy and curriculum ideology and politics in clinical nursing in gastrointestinal surgery: a quasi-experimental study.Frontiers in medicine · 2026Article
- The effectiveness of an integrated CBL and BOPPPS model in neurological nursing clinical teaching: a comparative study.Frontiers in medicine · 2026Article
- Service-learning using the BOPPPS model in TCM nursing education: a mixed-methods study.Frontiers in medicine · 2026Article
- Innovating transfusion training: a BOPPPS-based blended learning model to enhance nursing interns' specialized competency.Frontiers in medicine · 2026Article
Corrections and comments
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Authors and funding
4 authors.
Funding
Abstract
objectiveTo explore the application effect of BOPPPS (Bridge-in, Objectives, Pretest, Participatory Learning, Post-test and Summary) teaching mode in teaching of introduction to nursing course.
methodsA convenience sample of 81 undergraduate students from 2 classes of nursing in grade 2023 was assigned as the experimental group, while 69 students from 2 classes of nursing in grade 2022 served as the control group. The control group received traditional lecture-based instruction, whereas the experimental group underwent the BOPPPS teaching model delivered via the Superstar Learning Platform. Comparative analysis evaluated autonomous learning ability and professional identity levels between groups, with further investigation into their intercorrelation.
resultsStudents in the experimental group demonstrated significantly higher total scores in autonomous learning abilities, along with elevated subscale scores in learning motivation, planning and implementation, and self-management compared to the control group (P < 0.05). Similarly, the experimental group exhibited statistically greater total professional identity scores and improved performance across its cognitive, affective, behavioral, and appropriateness subdimensions (P < 0.05). Correlation analysis revealed significant positive associations between autonomous learning abilities (including all subscales) and professional identity dimensions (P < 0.01).
conclusionsThe application of BOPPPS teaching mode in the teaching of the introduction nursing course enhances students’ autonomous learning abilities and fosters their professional identity. Furthermore, professional identity and autonomous learning ability exhibit a mutually reinforcing relationship, and the structured framework of the BOPPPS model effectively facilitates their synergistic integration.
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