A Study on the Combination of BOPPPS Model and TBL in Cultivating Critical Thinking of Undergraduate Nursing Students

Xuping ZHANG; Chen ZHANG; Yunxiang YAN; Dan YANG; Wei LIU

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Xuping ZHANG, Chen ZHANG, Yunxiang YAN, Dan YANG, Wei LIU. A Study on the Combination of BOPPPS Model and TBL in Cultivating Critical Thinking of Undergraduate Nursing Students[J]. Journal of Kunming Medical University.

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A Study on the Combination of BOPPPS Model and TBL in Cultivating Critical Thinking of Undergraduate Nursing Students

Department of Joint and Sports Medicine，Kangda College of Nanjing Medical University/The First People’s Hospital of Nantong，Nantong Jiangsu 226006，China

Available Online: 2026-06-11

Abstract

Abstract

Objective To explore the application effect of the integrated teaching model combining the BOPPPS （Bridge-In, Outcomes, Pre-assessment, Participatory Learning, Post-assessment, Summary） framework with TBL （Team-Based Learning） in the emergency nursing module of surgical nursing courses for undergraduate nursing students. Methods A mixed-methods design integrating quasi-experimental and descriptive qualitative research was adopted. The sample size was calculated via G*Power 3.1 software with an effect size of 0.5, α value of 0.05, and β value of 0.20, and a minimum of 50 participants was required for each group. A total of 110 sophomore undergraduate nursing students from two parallel classes were enrolled through convenience sampling. The intervention group （n = 55） received 16-week teaching intervention based on the integrated BOPPPS-TBL model, while the control group （n = 55） received conventional traditional teaching. Quantitative outcome indicators included final examination scores, self-directed learning ability （assessed by self-study hours and the Self-Directed Learning Readiness Scale, SDLRS）, critical thinking ability （measured by the Critical Thinking Disposition Inventory-Chinese Version, CTDI-CV）, and team effectiveness （evaluated by the Team Strategies and Tools to Enhance Performance and Patient Safety （TeamSTEPPS） scale）. Qualitative data were collected via semi-structured interviews to summarize students’ learning experience and feedback. Results Compared with the control group, the intervention group obtained significantly better scores in the total critical thinking score （285.53 ± 33.752 vs. 269.63 ± 25.957, P < 0.05, Cohen’ s d = 0.528）, self-directed learning ability （SDLRS score: 145.6 ± 18.3 vs. 126.4 ± 16.8, P < 0.01）, and final examinations （85.6 ± 7.2 vs. 78.3 ± 8.1, P < 0.05）. Analysis of covariance （ANCOVA） further indicated that the integrated teaching model exerted a significant net promoting effect on students’ critical thinking ability after controlling for baseline levels （F = 6.92, P = 0.01）. Five core themes were extracted from student interview feedback: improved learning self-efficacy, enhanced teamwork outcomes, transferable critical thinking competence, effective critical thinking training, and existing problems in teaching methods as well as overall learning satisfaction. Conclusion The integrated BOPPPS and TBL teaching model can effectively improve undergraduate nursing students’ critical thinking ability, self-directed learning capacity and teamwork competency, which is worthy of clinical nursing teaching promotion.
- Surgical nursing,
- BOPPPS,
- TBL,
- Autonomous learning ability,
- Critical thinking

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References(20)

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