目的 探讨护理本科妇产科护理学线上教学的应用效果。 方法 选取陕西中医药大学2016级152名护理本科生为教学对象,采用BOPPPS教学模式开展妇产科护理学线上教学课程,将课堂教学过程分为B（bridge-in,导言）、O（objective,学习目标）、P（pre-assess-ment,前测）、P（participatory learning,参与式学习）、P（post-assessment,后测）、S（summary,总结） 6个教学环节。课后评价学生考试成绩及学习参与度,比较授课前后学生自主学习能力得分及课后学生的教学满意度。 结果 152名学生妇产科护理学课程总成绩为（83.38±6.32）分。每名学生观看时长为（402.34±34.46）min;学生作业完成率为98.2%。教学后学生自主学习能力条目均分为（3.54±0.62）分,高于教学前（3.11±0.59）分,差异具有统计学意义（P<0.05）。学生对线上教学总体满意度为81.6%。 结论 采用BOPPPS教学模式开展线上教学可以有效培养学生自主学习能力,教学效果良好。

Objective To explore the effects of online teaching of Gynecology and Obstetrics Nursing for undergraduate nursing students. Methods A total of 152 nursing undergraduates in Shaanxi University of Chinese Medicine were recruited and BOPPPS teaching method was implemented for the online teaching. The BOPPPS included six parts：bridge-in（B）,objective（O）,pre-assessment（P）,participatory learning（P）,post-assessment（P）,and summary（S）. At the end of the course,students’ performance in the final examination and learning engagement were assessed. Besides,students’ self-learning ability and satisfaction level were compared before and after the course. Results The mean score of students’ examination performance was（83.38±6.32）. Students spent（402.34±34.46）minutes on online video watching. The completion rate of students’ homework was 98.2%. The self-learning dimensions and total score of the nursing undergraduates were significantly higher than those before the class（P<0.05）.The percentage of students who were satisfied with the teaching was 81.6%. Conclusion The BOPPPS online teaching model can improve self-learning ability and the teaching effects are quite acceptable.