Application of the BOPPPS Teaching Model in the Teaching of Introduction to Nursing Course

Objective To explore the application effect of BOPPPS (Bridge-in, Objectives, Pretest, Participatory Learning, Post-test and Summary) teaching mode in teaching of introduction to nursing course. Methods A convenience sample of 81 undergraduate students from 2 classes of nursing in grade 2023 was assigned as the experimental group, while 69 students from 2 classes of nursing in grade 2022 served as the control group. The control group received traditional lecture-based instruction, whereas the experimental group underwent the BOPPPS teaching model delivered via the Chaoxing Learning Platform. Comparative analysis evaluated autonomous learning ability and professional identity levels between groups, with further investigation into their intercorrelation. Results Students in the experimental group demonstrated significantly higher total scores in autonomous learning abilities, along with elevated subscale scores in learning motivation, planning and implementation, and self-management compared to the control group (P<0.05). Similarly, the experimental group exhibited statistically greater total professional identity scores and improved performance across its cognitive, affective, behavioral, and appropriateness subdimensions (P<0.05). Correlation analysis revealed significant positive associations between autonomous learning abilities (including all subscales) and professional identity dimensions (P<0.01). Conclusions The application of BOPPPS teaching mode in the teaching of the introduction nursing course enhances students' autonomous learning abilities and fosters their professional identity. Furthermore, professional identity and autonomous learning ability exhibit a mutually reinforcing relationship, and the structured framework of the BOPPPS model effectively facilitates their synergistic integration.