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Background <p>Pre-anesthesia care plays a crucial role in patient safety. The present study aimed to investigate the effect of the BOPPPS model (Bridge-in, Objective, Pre-assessment, Participatory learning, Post-assessment, and Summary) on the knowledge level, clinical skills, and satisfaction of anesthesia nursing students in the context of pre-anesthesia care education.</p> Methods <p>This quasi-experimental study employed a pre-test–post-test design and was conducted in 2025 at Ahvaz Jundishapur University of Medical Sciences (AJUMS), Iran. A total of 60 nurse anesthesia students in their second and third years were selected through convenience sampling and allocated into two groups: intervention (<i>n</i> = 30) and control (<i>n</i> = 30). Both groups received instruction on pre-anesthesia care. The intervention group was taught using the BOPPPS model, with structured pre-class and in-class learning activities, while the control group followed traditional methods. To evaluate participants’ knowledge and skills in pre-anesthesia care, a researcher-designed questionnaire and skills checklist were used, and students’ performance was further assessed at the patient bedside under the supervision of the research team. Additionally, those in the intervention group completed a satisfaction survey related to the course.</p> Results <p>Both groups showed significant improvements in knowledge and skill scores after the intervention (<i>P</i> &lt; 0.001), yet those taught with the BOPPPS model outperformed their peers in the control group on the post-test (<i>P</i> &lt; 0.001). Additionally, the intervention group reported high satisfaction, with an average score of 48.53 out of 50 (SD = 1.59), indicating a very positive response to the BOPPPS-based instruction.</p> Conclusion <p>The results of this study suggest that the structured, interactive nature of the BOPPPS teaching model may improve nurse anesthesia students’ knowledge, practical skills, and satisfaction in pre-anesthesia care. However, these preliminary findings require further validation in larger, multi-center studies to establish generalizability.</p>

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Effect of the BOPPPS model on pre-anesthesia care education for nurse anesthesia students in Iran: a quasi-experimental study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月3日

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  • Ali Khalafi,
  • Mahdieh Parhizkar,
  • Masoumeh Albooghobeish,
  • Nooshin Sarvi-sarmeydani

摘要

Background

Pre-anesthesia care plays a crucial role in patient safety. The present study aimed to investigate the effect of the BOPPPS model (Bridge-in, Objective, Pre-assessment, Participatory learning, Post-assessment, and Summary) on the knowledge level, clinical skills, and satisfaction of anesthesia nursing students in the context of pre-anesthesia care education.

Methods

This quasi-experimental study employed a pre-test–post-test design and was conducted in 2025 at Ahvaz Jundishapur University of Medical Sciences (AJUMS), Iran. A total of 60 nurse anesthesia students in their second and third years were selected through convenience sampling and allocated into two groups: intervention (n = 30) and control (n = 30). Both groups received instruction on pre-anesthesia care. The intervention group was taught using the BOPPPS model, with structured pre-class and in-class learning activities, while the control group followed traditional methods. To evaluate participants’ knowledge and skills in pre-anesthesia care, a researcher-designed questionnaire and skills checklist were used, and students’ performance was further assessed at the patient bedside under the supervision of the research team. Additionally, those in the intervention group completed a satisfaction survey related to the course.

Results

Both groups showed significant improvements in knowledge and skill scores after the intervention (P < 0.001), yet those taught with the BOPPPS model outperformed their peers in the control group on the post-test (P < 0.001). Additionally, the intervention group reported high satisfaction, with an average score of 48.53 out of 50 (SD = 1.59), indicating a very positive response to the BOPPPS-based instruction.

Conclusion

The results of this study suggest that the structured, interactive nature of the BOPPPS teaching model may improve nurse anesthesia students’ knowledge, practical skills, and satisfaction in pre-anesthesia care. However, these preliminary findings require further validation in larger, multi-center studies to establish generalizability.