Design and practice of the “BOPPPS+PAD” Blended Learning Model in Teaching of Surgical Nursing

Objective The study aimed to Design and Implementation of the “BOPPPS + PAD” blended Learning model in Surgical Nursing teaching, and evaluate Its Outcomes 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 methodology. After completing the course, learning outcomes and course satisfaction were compared between the two groups. Results The course comprehensive 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 skills, and active collaborative learning capabilities.