PDF(Pubmed)
Abstract：
UNASSIGNED: Teaching ward rounds are the main teaching method used to develop clinical skills in standardized nursing training. However, the existing methods lack of cultivation of comprehensive ability and humanistic care for nurses, cannot meet the requirements of standardized training for nurses. BOPPPS (bridge-in, objective, pre-assessment, participatory Learning, post-assessment, and summary) is a student-centered teaching model that has been proven to enhance classroom teaching effectiveness. Therefore, the BOPPPS model was applied and its effectiveness in standardized nursing training was evaluated.
UNASSIGNED: In total, 260 nursing students were randomly allocated to two groups: the experimental group used the BOPPPS model and the control group used the traditional teaching model. This study used a mixed quantitative and qualitative research method to evaluate the effectiveness of the BOPPPS model.
UNASSIGNED: The quantitative results were as follows: no significant difference in baseline scores was observed between the two groups before training. After training, the theory and practical scores in the experimental group were significantly higher than that of the control group. Similarly, students in the experimental group presented higher comprehensive ability scores than their counterparts. The students in the experimental group also exhibited higher satisfaction compared to the control group, while there was no difference in teacher satisfaction scores between the two groups (p = 0.323). Qualitative data showed that the vast majority of nurses and teachers agreed on the value of BOPPPS training.
UNASSIGNED: Compared to traditional teaching methods, the BOPPPS model was more effective in standardized nursing training. We recommend applying the BOPPPS model to nursing training.
UNASSIGNED: In total, 260 nursing students were randomly allocated to two groups: the experimental group used the BOPPPS model and the control group used the traditional teaching model. This study used a mixed quantitative and qualitative research method to evaluate the effectiveness of the BOPPPS model.
UNASSIGNED: The quantitative results were as follows: no significant difference in baseline scores was observed between the two groups before training. After training, the theory and practical scores in the experimental group were significantly higher than that of the control group. Similarly, students in the experimental group presented higher comprehensive ability scores than their counterparts. The students in the experimental group also exhibited higher satisfaction compared to the control group, while there was no difference in teacher satisfaction scores between the two groups (p = 0.323). Qualitative data showed that the vast majority of nurses and teachers agreed on the value of BOPPPS training.
UNASSIGNED: Compared to traditional teaching methods, the BOPPPS model was more effective in standardized nursing training. We recommend applying the BOPPPS model to nursing training.
摘要：
■教学查房是标准化护理培训中用于发展临床技能的主要教学方法。然而,现有方法缺乏对护士综合能力的培养和人文关怀,不能满足护士规范化培训的要求。防喷器(桥接,目标,预评估,参与式学习,评估后,和总结）是一种以学生为中心的教学模式，已被证明可以增强课堂教学效果。因此,应用BOPPPS模式,评价其在规范化护理培训中的效果.
■总共，将260名护生随机分为两组:实验组采用BOPPPS模式,对照组采用传统教学模式。本研究采用定量与定性混合的研究方法对BOPPPS模型的有效性进行评价。
■定量结果如下：训练前两组之间的基线评分没有显着差异。培训后,实验组的理论和实践得分明显高于对照组。同样，实验组学生的综合能力得分高于对照组。实验组学生的满意度也高于对照组,而两组教师满意度得分无差异(p=0.323)。定性数据显示，绝大多数护士和教师同意BOPPPS培训的价值。
■与传统教学方法相比，BOPPPS模式在规范化护理培训中更为有效。我们建议将BOPPPS模型应用于护理培训。
■总共，将260名护生随机分为两组:实验组采用BOPPPS模式,对照组采用传统教学模式。本研究采用定量与定性混合的研究方法对BOPPPS模型的有效性进行评价。
■定量结果如下：训练前两组之间的基线评分没有显着差异。培训后,实验组的理论和实践得分明显高于对照组。同样，实验组学生的综合能力得分高于对照组。实验组学生的满意度也高于对照组,而两组教师满意度得分无差异(p=0.323)。定性数据显示，绝大多数护士和教师同意BOPPPS培训的价值。
■与传统教学方法相比，BOPPPS模式在规范化护理培训中更为有效。我们建议将BOPPPS模型应用于护理培训。
