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<p>This quasi-experimental study was conducted with undergraduate nursing students at Xiangnan University in China between March 2023 and January 2024. Using a cluster allocation method, students in classes 1–2 were assigned to the conventional (lecture-based) teaching group, while students in classes 3–4 were assigned to the experimental group receiving BOPPPS-based blended teaching via the Chaoxing Learning Platform. The primary outcome was semester performance, with academic self-efficacy and learning engagement as secondary outcomes. A total of 193 participants (28 males) were enrolled: 97 in the BOPPPS group (mean age 19.89 ± 0.48 years; 13 males) and 96 in the conventional group (mean age 19.83 ± 0.47 years; 15 males). There was no statistically significant difference in the general information and academic performance between the two groups of students in the baseline survey (<i>P</i> &gt; 0.05). Following the teaching intervention, outcomes were compared between the two groups. The BOPPPS group demonstrated significantly higher semester performance (89.73 ± 6.67 vs. 84.24 ± 6.20), academic self-efficacy scores (82.36 ± 15.83 vs. 72.02 ± 20.70), and learning engagement scores (89.75 ± 13.81 vs. 77.22 ± 23.99) than the conventional group (all <i>P</i> &lt; 0.001). These results suggest that the BOPPPS-based blended teaching model appears to enhance nursing students’ semester performance, academic self-efficacy, and learning engagement compared with conventional lecture-based teaching.</p>

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Effect of the BOPPPS-based blended teaching model in undergraduate nursing education: a quasi-experimental study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月12日

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  • Yehua Dai,
  • Qi He,
  • Lixia Lei

摘要

This quasi-experimental study was conducted with undergraduate nursing students at Xiangnan University in China between March 2023 and January 2024. Using a cluster allocation method, students in classes 1–2 were assigned to the conventional (lecture-based) teaching group, while students in classes 3–4 were assigned to the experimental group receiving BOPPPS-based blended teaching via the Chaoxing Learning Platform. The primary outcome was semester performance, with academic self-efficacy and learning engagement as secondary outcomes. A total of 193 participants (28 males) were enrolled: 97 in the BOPPPS group (mean age 19.89 ± 0.48 years; 13 males) and 96 in the conventional group (mean age 19.83 ± 0.47 years; 15 males). There was no statistically significant difference in the general information and academic performance between the two groups of students in the baseline survey (P > 0.05). Following the teaching intervention, outcomes were compared between the two groups. The BOPPPS group demonstrated significantly higher semester performance (89.73 ± 6.67 vs. 84.24 ± 6.20), academic self-efficacy scores (82.36 ± 15.83 vs. 72.02 ± 20.70), and learning engagement scores (89.75 ± 13.81 vs. 77.22 ± 23.99) than the conventional group (all P < 0.001). These results suggest that the BOPPPS-based blended teaching model appears to enhance nursing students’ semester performance, academic self-efficacy, and learning engagement compared with conventional lecture-based teaching.