目的 探讨微课结合导引—学习目标—前测—参与式学习—后测—总结（bridge-in,objective,pre-assessment,participatory learning,post-assessment,summary,BOPPPS）模块化教学模式在ICU临床护理教学中的应用效果。 方法 将某三级甲等综合医院2018年9月—11月在ICU病房实习的30名护理实习生设为对照组,2019年9月—11月在ICU病房实习的31名护理实习生设为试验组。在ICU临床护理教学过程中,对照组采用常规教学方法,试验组采用微课结合BOPPPS教学。比较两组的临床护理教学效果,调查试验组对微课结合BOPPPS教学的效果评价。 结果 ICU实习结束时,试验组出科时的理论知识考核成绩、专科护理操作考核成绩均优于对照组,差异有统计学意义（t=3.841、4.972,均P<0.001）;试验组护理实习生对于微课结合BOPPPS教学的效果评价较高。结论 将微课结合BOPPPS应用在ICU临床护理教学实践中可激发护理实习生的学习主动性和依从性,提高ICU临床护理教学效果。

Objective To explore the application of micro-lectures with BOPPPS teaching method in ICU nursing teaching. Methods Thirty nursing students practiced in ICU ward from September to November in 2018 were selected and assigned to the control group,and 31 nursing students practiced in ICU ward from September to November in 2019 were selected and assigned to the experimental group. Routine teaching method was used in the control group while micro-lectures with BOPPPS teaching method was used in the experimental group. After the study,the teaching effects of the two groups was compared. Students in the experimental group was investigated for their evaluation with the new teaching method. Results The theoretical knowledge assessment results and specialized skill assessment in the experimental group were significantly better than those in the control group（t=3.841、4.972,all P<0.001）. The students in the experimental group had a high evaluation on the micro-lectures with BOPPPS teaching method. Conclusion The application of the micro-lectures with BOPPPS teaching methodin ICU nursing teaching can stimulate the learning initiative and compliance of nursing interns and improve the teaching effects of clinical nursing.