Effects of an AI-Enhanced BOPPPS Teaching Model in Nursing Courses: A Meta-Analysis of Randomized Controlled Trials

Abstract

Aim: To evaluate the effectiveness of an artificial intelligence (AI)–enhanced BOPPPS teaching model in nursing courses, with a focus on academic performance, self-directed learning ability, and teaching satisfaction. Design: Systematic review and meta-analysis of randomized controlled trials (RCTs) conducted in accordance with PRISMA and registered in INPLASY (INPLASY202590123). Methods: Chinese-and English-language databases were searched for eligible RCTs comparing AI-enhanced BOPPPS with traditional teaching (or BOPPPS alone). Data extraction and risk-of-bias assessment followed Cochrane guidance. Pooled analyses were performed using standardized mean difference (SMD) for continuous outcomes and risk ratio (RR) for dichotomous outcomes, with heterogeneity assessed using I2. Results: Four RCTs involving 459 nursing students were included. Academic performance showed a significant improvement in the AI-enhanced BOPPPS group (SMD = 1.06, 95% CI 0.63–1.48; P < 0.05), with substantial heterogeneity. with substantial heterogeneity. Self-directed learning ability (3 studies; "excellent" category) was significantly improved in the AI-enhanced BOPPPS group (RR = 3.28, 95% CI 2.14–5.02; P < 0.001) with no heterogeneity. Teaching satisfaction was also significantly higher with AI-enhanced BOPPPS (RR = 1.80, 95% CI 1.27–2.55; P < 0.001), with low-to-moderate heterogeneity. Conclusion: AI-enhanced BOPPPS teaching demonstrates consistent benefits in improving nursing students' academic performance ,self-directed learning ability and teaching satisfaction, These findings support the potential value of integrating AI into structured instructional design to enhance learning processes and student experience in nursing education.