SynthesisFrontiers in medicine2026
Effects of an AI-enhanced BOPPPS teaching model in nursing courses: a meta-analysis of randomized controlled trials.
Synthesis in Frontiers in medicine, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Aim: To evaluate the effectiveness of an artificial intelligence (AI)-enhanced BOPPPS teaching model in nursing courses, with a focus on academic performance, self-directed learning ability, and teaching satisfaction. Design: Systematic review and meta-analysis of randomized controlled trials (RCTs) conducted in accordance with PRISMA and registered in INPLASY (INPLASY202590123). Methods: Chinese- and English-language databases were searched for eligible RCTs comparing AI-enhanced BOPPPS with traditional teaching (or BOPPPS alone). Data extraction and risk-of-bias assessment followed Cochrane guidance. Pooled analyses were performed using standardized mean difference (SMD) for continuous outcomes and risk ratio (RR) for dichotomous outcomes, with heterogeneity assessed using I Results: Four RCTs involving 459 nursing students were included. Academic performance showed a significant improvement in the AI-enhanced BOPPPS group (SMD = 1.06, 95% CI 0.63-1.48; Conclusion: AI-enhanced BOPPPS teaching demonstrates consistent benefits in improving nursing students' academic performance, self-directed learning ability and teaching satisfaction, these findings support the potential value of integrating AI into structured instructional design to enhance learning processes and student experience in nursing education. Systematic review registration: https://inplasy.com/inplasy-2026-2-0026/, Identifier: INPLASY202620026.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.