ORIGINAL RESEARCH article
Front. Educ.
Sec. Higher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1609959
This article is part of the Research TopicAcademic Freedom: Embracing Diverse VoicesView all 4 articles
Effectiveness of a BOPPPS Teaching Model in Blood Purification Nursing within the context of resident teaching
Provisionally accepted
- BenQ Medical Center, Nanjing, China
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Objective: This study aimed to evaluate the effectiveness of the Bridge-in, Objective, Preassessment, Participatory learning, Post-assessment, and Summary (BOPPPS) teaching model in improving educational outcomes within a blood purification nursing residency training program.Background: BOPPPS model is a structured, and learner-centered instructional framework that fosters active participation and self-directed learning. Despite its growing application in general education, its utility in specialized clinical nursing education remains insufficiently studied. Methods:A quasi-experimental design was used to facilitate sampling. A total of 118 undergraduate nursing students were included: 55 in the control group (2018-2019, traditional lecture-based teaching) and 63 in the intervention group (2020-2021, BOPPPS model). Data were collected using validated instruments, including the Academic Self-Efficacy Scale, the College Student Learning Engagement Scale, and the Learning Burnout Scale. In addition, final exam scores (scale of 0-100) and course satisfaction (17-item scale covering cognitive, skill-based, and emotional domains) were assessed.Statistical data analysis was conducted using SPSS 26.0, applying descriptive statistics, independent samples t-tests, and paired samples t-tests. Results: Compared to the control group, students in the BOPPPS group reported significantly higher levels of academic self-efficacy and learning engagement, lower levels of learning burnout, improved examination performance, and greater course satisfaction (p < 0.05 or p < 0.01). Conclusion: BOPPPS teaching model can significantly enhance cognitive, behavioral, and affective learning outcomes in the context of specialized clinical nursing education. This presents a promising pedagogical approach for residency training programs to optimize learner development while reduce academic burnout.
Keywords: BOPPPS teaching model, blood purification nursing, Resident teaching, Nursing education, Academic self-efficacy, learning burnout
Received: 11 Apr 2025; Accepted: 27 May 2025.
Copyright: © 2025 Xia, liu and wang. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Ningning Xia, BenQ Medical Center, Nanjing, China
jing liu, BenQ Medical Center, Nanjing, China
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