Effectiveness of a Structured Teaching Framework Compared to Traditional Approaches in Bedside Training of Gastrointestinal Surgery Nurses: A Randomized Controlled Trial

Background The transition from theoretical knowledge to clinical practice remains a significant challenge in nursing education, especially within high-acuity environments like gastrointestinal surgery. Traditional bedside teaching often lacks a consistent, structured approach. The BOPPPS model, a structured six-phase framework, offers a potential solution through its emphasis on interactive learning and iterative feedback.This study aimed to evaluate the effectiveness of the BOPPPS structured teaching framework, compared to traditional approaches, in enhancing clinical competence and self-directed learning ability among nursing interns during bedside training in gastrointestinal surgery. Methods In this randomized controlled trial, 91 nursing interns were allocated to either a BOPPPS-structured bedside teaching group (n = 47) or a traditional teaching group (n = 44). Clinical competence was assessed using the Mini-Clinical Evaluation Exercise (Mini-CEX), and self-directed learning ability was measured using a validated scale at 3 weeks post-intervention. Results The BOPPPS group demonstrated significantly higher Mini-CEX total scores compared to the control group (p < 0.01), with the difference exceeding the threshold for clinical significance. Significant improvements were also observed in key subdomains, including history-taking and physical examination. Self-directed learning ability, particularly in self-management, was also significantly enhanced in the intervention group (p < 0.01). Conclusions Implementing the BOPPPS model in gastrointestinal surgery bedside teaching significantly enhances nursing interns' clinical competence and self-directed learning. This study addresses a gap in educational methods for high-acuity nursing care and provides a validated, structured approach that can standardize and improve clinical teaching. The findings support the model's potential to contribute to better-prepared nursing graduates, which may ultimately improve patient care quality in complex surgical settings. Further multi-center studies are recommended to confirm generalizability.