Effects of BOPPPS on internal nursing skill examination
10.3760/cma.j.cn115682-20200312-01676
- VernacularTitle:导学互动教学模式在内科护理技能考试中的应用效果
- Author:
Haobin WANG
1
;
Yun FANG
;
Hongrui XU
;
Yufen ZHU
;
Juanxia ZHOU
Author Information
1. 郑州大学第一附属医院内科，郑州 450052
- Keywords:
Students, nursing;
Bridge in, objective, pre-assessment, participatory learning, post-assessment and summary;
Internal nursing
- From:
Chinese Journal of Modern Nursing
2020;26(22):3100-3103
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the effects of bridge in, objective, pre-assessment, participatory learning, post-assessment and summary (BOPPPS) on internal nursing teaching.Methods:Totally 220 nursing students enrolled into Zhengzhou University in 2017 were selected by convenient sampling and divided into the observation group and the control group according to the teaching mode, with 110 nursing students in each group. Nursing students in the control group receiving traditional teaching, while nursing students in the control group receiving BOPPPS teaching. The effect of the two teaching modes was compared.Results:The satisfaction rate of the observation group (98.2%) was higher than that of the control group (90.0%) , and the difference was statistically significant ( P<0.05) . The assessment results of the observation group were higher than those of the control group, and the differences were statistically significant ( P<0.01) . The total score of self-evaluation of learning effect and the score of each dimension in the observation group were higher than those in the control group, and the differences were statistically significant ( P<0.05) . Conclusions:The BOPPPS model shows satisfying effects in internal nursing teaching, which can increase the satisfaction of students with the teaching mode, and enhance their interest in learning, academic performance, and learning evaluation.
