Abstract:

Objective To explore the effects of a teaching model （bridge-in,objective,pre-assessment,participatory learning,post-assessment,summary,BOPPPS） in clinical teaching of gastrointestinal surgery nursing. Methods The undergraduate nursing students who practiced in the gastrointestinal surgery ward of a tertiary hospital from March to December 2019 were assigned to the control group（n=53）,and those who practiced in the same ward from March to December 2020 were assigned to the experimental group（n=55）. The conventional teaching methods were applied in the control group,while the BOPPPS teaching methods were applied in the experimental group. Bedside assessment,theoretical examination and the skill assessment were compared between the two groups. Results After the practice,students in the experimental group had a bedside assessment score of（97.95±0.54）,while those in the control group had a bedside score of （94.86±0.66） （t=3.641,P<0.001）. The theoretical score of students in the experimental group was（81.76±1.32）,while it was（78.67±1.06） for the students in the control group（t=1.998,P=0.049）. The skill assessment score of students in the experimental group was（91.99±0.54）,while it was（89.09±0.35） for students in the control group（t=4.482,P<0.001）. Conclusion The application of BOPPPS teaching in clinical teaching of gastrointestinal surgery nursing provides a reference for clinical teaching in gastrointestinal surgery department,which is beneficial to improve the knowledge and clinical nursing ability of nursing students.

Key words: Education,Nursing, Digestive System Surgical Procedures, Clinical Clerkship, Teaching Methods