JMIR medical education · 2026
Evaluation of the Bridge-in, Objective, Preassessment, Participatory Learning, Postassessment, and Summary-Based Instructional Model in Disaster Nursing: Quasi-Experimental Study.
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Pei Li, Jia Taoyu, Liu Yaxin, Pang Xiao-Li, Li Muzi, Dou Haoying
Аннотация
BACKGROUND: The undergraduate stage is critical for developing nursing students' disaster nursing competencies; however, traditional lecture-based teaching often fails to promote active learning, and innovative instructional models remain underused in this field. The BOPPPS (Bridge-in, Objective, Preassessment, Participatory Learning, Postassessment, and Summary) model is a student-centered, closed-loop instructional framework that emphasizes active participatory learning and real-time feedback.
OBJECTIVE: This study aimed to evaluate the effects of a BOPPPS-based blended teaching model on disaster nursing competencies and academic outcomes among undergraduate nursing students.
METHODS: This study used a quasi-experimental design with 77 undergraduate nursing students allocated to 3 groups: an experimental group receiving BOPPPS-based blended teaching (n=27), a control group with traditional lecture-based teaching (n=25), and a comparison group without systematic instruction (n=25). Questionnaires were used to assess students' self-perceived disaster nursing knowledge, professional operational skills, and overall comprehensive competencies. The final examination assessed students' mastery of theoretical knowledge and applied reasoning.
RESULTS: All 3 groups showed significant within-group improvements in disaster competence (all P<.001, n=77). Intergroup comparisons revealed significant differences (H=8.843, P=.01, η²=0.093); post hoc analysis showed that the experimental group (mean rank=48.79) scored significantly higher than the comparison group (mean rank=29.76, Padj=.009), but not significantly higher than the control group (mean rank=38.32, Padj=.34). The experimental group had a significantly higher overall course score than the control group (86.93, SD 5.08 vs 81.60, SD 6.90; t50=-3.186, P=.002).
CONCLUSIONS: The implementation of a disaster nursing curriculum positively impacts students' disaster nursing competency. Since the BOPPPS-based blended teaching model promotes active student engagement and improves teaching quality, we recommend its integration into disaster nursing education.
OBJECTIVE: This study aimed to evaluate the effects of a BOPPPS-based blended teaching model on disaster nursing competencies and academic outcomes among undergraduate nursing students.
METHODS: This study used a quasi-experimental design with 77 undergraduate nursing students allocated to 3 groups: an experimental group receiving BOPPPS-based blended teaching (n=27), a control group with traditional lecture-based teaching (n=25), and a comparison group without systematic instruction (n=25). Questionnaires were used to assess students' self-perceived disaster nursing knowledge, professional operational skills, and overall comprehensive competencies. The final examination assessed students' mastery of theoretical knowledge and applied reasoning.
RESULTS: All 3 groups showed significant within-group improvements in disaster competence (all P<.001, n=77). Intergroup comparisons revealed significant differences (H=8.843, P=.01, η²=0.093); post hoc analysis showed that the experimental group (mean rank=48.79) scored significantly higher than the comparison group (mean rank=29.76, Padj=.009), but not significantly higher than the control group (mean rank=38.32, Padj=.34). The experimental group had a significantly higher overall course score than the control group (86.93, SD 5.08 vs 81.60, SD 6.90; t50=-3.186, P=.002).
CONCLUSIONS: The implementation of a disaster nursing curriculum positively impacts students' disaster nursing competency. Since the BOPPPS-based blended teaching model promotes active student engagement and improves teaching quality, we recommend its integration into disaster nursing education.