BOPPPS联合CBL及PBL教学法在妇产科护理学实践课程中的应用OA

Objective To investigate the effect of a mixed teaching model combining BOPPPS with CBL and PBL the practical course of ob-stetric and gynecological nursing.Methods The study subjects are students enrolled in the 2024 grade of the nursing program at a medical university in Urumqi,Xinjiang Uygur Autonomous Region,who are pursuing a bachelor's degree through the associate-to-bachelor's path-way.Classes were grouped using a coin toss method,three classes with 165 students were assigned as the control group and received tradi-tional teaching methods,while two classes with 110 students were assigned as the experimental group and received the blended teaching model combining BOPPPS with CBL and PBL.After the teaching period,the assessment scores,critical thinking ability,and self-directed learning ability of the two groups were evaluated.Results The experimental group had higher scores in written exams,formative assess-ment scores,and overall evaluation scores than the control group(P<0.05).After the teaching intervention,the experimental group achieved a higher total critical thinking score than the control group(P<0.05),with higher scores in the six dimensions of truth-seeking,open-mindedness,analytical ability,self-confidence,inquisitiveness,and cognitive maturity(P<0.05).However,there was no statistically significant difference between the two groups in the systematic ability dimension(P>0.05).After the teaching intervention,the total score and all dimension scores of self-directed learning ability in the experimental group were higher than those in the control group(P<0.05).Conclusion The mixed teaching model integrating BOPPPS with CBL and PBL enhanced students'academic performance,critical think-ing abilities,and self-directed learning competencies.