ArticleFrontiers in medicine2026
BOPPPS-based teaching combined with narrative pedagogy and curriculum ideology and politics in clinical nursing in gastrointestinal surgery: a quasi-experimental study.
Article 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.
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Abstract
Introduction: National educational policies emphasize integrating ideological and political education into curricula to enhance talent development. Clinical practice is vital in nursing education for shaping professional competencies. This study aimed to evaluate the effectiveness of a novel teaching model that integrates the Bridge-In, Objective, Pre-assessment, Participatory Learning, Post-assessment, and Summary (BOPPPS) framework with a narrative-based approach for clinical nursing education in gastrointestinal surgery. This combined model incorporates ideological-political elements to address the needs of this complex discipline, which requires innovative pedagogical methods. Methods: Ninety-two nursing students undergoing clinical training in gastrointestinal surgery from March 2023 to October 2024 were divided into a control group ( Results: The experimental group achieved significantly higher scores across all measured domains, including professional identity, core competencies, clinical performance, and teaching satisfaction, as well as in total scores compared to the control group (all Conclusion: The integrated BOPPPS and narrative-based teaching model significantly improved nursing students' professional identity, core competence, clinical performance, and satisfaction, offering an innovative and effective strategy for enhancing clinical nursing education.
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