ArticleJMIR medical education2026
Evaluation of the Bridge-in, Objective, Preassessment, Participatory Learning, Postassessment, and Summary-Based Instructional Model in Disaster Nursing: Quasi-Experimental Study.
Article in JMIR medical education, 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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6 authors.
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Abstract
Background: The undergraduate stage is critical for developing nursing students' disaster nursing competencies; however, traditional lecture-based teaching often fails to promote active learning, and innovative instructional models remain underused in this field. The BOPPPS (Bridge-in, Objective, Preassessment, Participatory Learning, Postassessment, and Summary) model is a student-centered, closed-loop instructional framework that emphasizes active participatory learning and real-time feedback. Objective: This study aimed to evaluate the effects of a BOPPPS-based blended teaching model on disaster nursing competencies and academic outcomes among undergraduate nursing students. Methods: This study used a quasi-experimental design with 77 undergraduate nursing students allocated to 3 groups: an experimental group receiving BOPPPS-based blended teaching (n=27), a control group with traditional lecture-based teaching (n=25), and a comparison group without systematic instruction (n=25). Questionnaires were used to assess students' self-perceived disaster nursing knowledge, professional operational skills, and overall comprehensive competencies. The final examination assessed students' mastery of theoretical knowledge and applied reasoning. Results: All 3 groups showed significant within-group improvements in disaster competence (all Conclusions: The implementation of a disaster nursing curriculum positively impacts students' disaster nursing competency. Since the BOPPPS-based blended teaching model promotes active student engagement and improves teaching quality, we recommend its integration into disaster nursing education.
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