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Background <p>Surgical Nursing is a compulsory course for nursing major and plays a crucial role in cultivating nursing professionals. Currently, with the rapid development of educational technology, blended learning that deeply integrates information technology in surgical nursing teaching has become the normality.The study aimed to design and implementation of “Bridge-in、0bjective、Pre-assessment、Participatory Learning、Post-assessment、Summary (BOPPPS) + Presentation-Assimilation-Discussion(PAD)” blended Learning model in Surgical Nursing teaching, and evaluate Its effectiveness.</p> Methods <p>A total of 363 undergraduate nursing students enrolled in 2021 and 2022 were selected as research subjects by using convenience sampling. The 188 students enrolled in 2021 formed the control group, while the 175 students enrolled in 2022 constituted the experimental group.For the control group students, instructors delivered surgical nursing instruction using traditional blended learning model which centered on classroom instruction supplemented by online resources. For the experimental group students, instructors implemented surgical nursing instruction through the “BOPPPS + PAD” blended teaching model. After completing the course, learning outcomes and course satisfaction were compared between the two groups.</p> Results <p>The course overal grades for students in the control group and experimental group were 78.00 ± 7.41 and 83.66 ± 9.42, respectively (t = -3.03, <i>p &lt;</i> 0.01); The self-directed learning ability scores were 91.53 ± 16.08 and 103.81 ± 15.48, respectively (t = -4.97, <i>p &lt;</i> 0.001); The critical thinking ability scores were 344.84 ± 43.78 and 376.84 ± 72.33, respectively (t = -3.35, <i>p =</i> 0.001); Active collaborative learning ability scores were 16.06 ± 4.57 and 18.56 ± 3.05, respectively (t = -3.67, <i>P &lt;</i> 0.001). All results showed statistically significant differences. Course satisfaction among experimental group students was higher than that of the control group (<i>P &lt;</i> 0.05), indicating a statistically significant difference.</p> Conclusion <p>The implementation of the “BOPPPS + PAD” blended learning model in Surgical Nursing teaching enhances students' academic performance and course satisfaction, while fostering their self-directed learning abilities, critical thinking abilities, and active collaborative learning capabilities.</p>

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Design and practice of the “BOPPPS + PAD” blended learning model in teaching of surgical nursing

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月9日

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  • Meichun Tan,
  • Huyan Zhou,
  • Xiumei Wei,
  • Yunxia Ding,
  • Caiyu Shen,
  • Yutong Wu

摘要

Background

Surgical Nursing is a compulsory course for nursing major and plays a crucial role in cultivating nursing professionals. Currently, with the rapid development of educational technology, blended learning that deeply integrates information technology in surgical nursing teaching has become the normality.The study aimed to design and implementation of “Bridge-in、0bjective、Pre-assessment、Participatory Learning、Post-assessment、Summary (BOPPPS) + Presentation-Assimilation-Discussion(PAD)” blended Learning model in Surgical Nursing teaching, and evaluate Its effectiveness.

Methods

A total of 363 undergraduate nursing students enrolled in 2021 and 2022 were selected as research subjects by using convenience sampling. The 188 students enrolled in 2021 formed the control group, while the 175 students enrolled in 2022 constituted the experimental group.For the control group students, instructors delivered surgical nursing instruction using traditional blended learning model which centered on classroom instruction supplemented by online resources. For the experimental group students, instructors implemented surgical nursing instruction through the “BOPPPS + PAD” blended teaching model. After completing the course, learning outcomes and course satisfaction were compared between the two groups.

Results

The course overal grades for students in the control group and experimental group were 78.00 ± 7.41 and 83.66 ± 9.42, respectively (t = -3.03, p < 0.01); The self-directed learning ability scores were 91.53 ± 16.08 and 103.81 ± 15.48, respectively (t = -4.97, p < 0.001); The critical thinking ability scores were 344.84 ± 43.78 and 376.84 ± 72.33, respectively (t = -3.35, p = 0.001); Active collaborative learning ability scores were 16.06 ± 4.57 and 18.56 ± 3.05, respectively (t = -3.67, P < 0.001). All results showed statistically significant differences. Course satisfaction among experimental group students was higher than that of the control group (P < 0.05), indicating a statistically significant difference.

Conclusion

The implementation of the “BOPPPS + PAD” blended learning model in Surgical Nursing teaching enhances students' academic performance and course satisfaction, while fostering their self-directed learning abilities, critical thinking abilities, and active collaborative learning capabilities.