Nursing open · 2026
A BOPPPS-PBL Nursing Innovation Course for Newly Recruited Nurses: A Single-Group Quantitative Pilot Evaluation of Creativity, Self-Efficacy and 1-Year Project Outputs.
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Yang Hao, Jing Xiaosha, Guan Yujia, Yang Min, Bai Ting, Xing Lingling, Mu Dan, Wang Xihong, Liu Hongqian
Аннотация
BACKGROUND: Creativity and problem-solving are essential to contemporary nursing, but newly recruited nurses have limited opportunities to develop these competencies through traditional lecture-based education. This pilot study developed and evaluated a nursing innovation course that used the Bridge-in, Objectives, Preassessment, Participatory Learning, Postassessment and Summary (BOPPPS) model, with Problem-Based Learning (PBL) embedded in the participatory phase.
METHODS: An uncontrolled single-group pretest-posttest pilot design was used. Sixty newly recruited nurses in one tertiary hospital attended the course as a required component of standardised training, while participation in the research evaluation was voluntary. The course combined short lectures, clinical cases, small-group PBL and innovation project design. Creativity and general self-efficacy were assessed before and after the course; self-efficacy was measured using a locally modified five-response-category GSES. Course evaluations and documented project outputs were also collected.
RESULTS: Complete data from all 60 participants were analysed. Creativity increased from 20.50 ± 4.15 to 23.63 ± 3.32 (mean difference 3.13, 95% CI 1.69-4.58; p < 0.001; Cohen's dz = 0.56), and self-efficacy increased from 38.78 ± 8.64 to 42.48 ± 6.10 (mean difference 3.70, 95% CI 0.84-6.56; p = 0.012; Cohen's dz = 0.33).
CONCLUSIONS: Participation was associated with higher post-course creativity and self-efficacy, and the course appeared feasible and acceptable. The uncontrolled design and mentor-supported setting preclude attributing score changes or outputs to the course alone; controlled multicentre studies are needed.
IMPLICATIONS FOR NURSING PRACTICE: The BOPPPS-PBL structure may inform innovation-focused content in nurse orientation, nurse continuing education and newly recruited nurse training when educators also provide facilitator preparation, protected learning time and context-appropriate mentoring.
METHODS: An uncontrolled single-group pretest-posttest pilot design was used. Sixty newly recruited nurses in one tertiary hospital attended the course as a required component of standardised training, while participation in the research evaluation was voluntary. The course combined short lectures, clinical cases, small-group PBL and innovation project design. Creativity and general self-efficacy were assessed before and after the course; self-efficacy was measured using a locally modified five-response-category GSES. Course evaluations and documented project outputs were also collected.
RESULTS: Complete data from all 60 participants were analysed. Creativity increased from 20.50 ± 4.15 to 23.63 ± 3.32 (mean difference 3.13, 95% CI 1.69-4.58; p < 0.001; Cohen's dz = 0.56), and self-efficacy increased from 38.78 ± 8.64 to 42.48 ± 6.10 (mean difference 3.70, 95% CI 0.84-6.56; p = 0.012; Cohen's dz = 0.33).
CONCLUSIONS: Participation was associated with higher post-course creativity and self-efficacy, and the course appeared feasible and acceptable. The uncontrolled design and mentor-supported setting preclude attributing score changes or outputs to the course alone; controlled multicentre studies are needed.
IMPLICATIONS FOR NURSING PRACTICE: The BOPPPS-PBL structure may inform innovation-focused content in nurse orientation, nurse continuing education and newly recruited nurse training when educators also provide facilitator preparation, protected learning time and context-appropriate mentoring.