Objective To explore the application effect of blended BOPPPS teaching mode in the medical nursing teaching. Methods A total of 80 nursing undergraduates of 2014 in Hubei University of Medicine were selected and randomly divided into the teaching reform class and the control class with 40 students for each class. From February 2017 to July 2017

BOPPPS teaching was implemented in the teaching reform class

while traditional model teaching was conducted in the control class. At the end of the experiment

two classes were surveyed for satisfaction with the teaching design

self-learning ability test

and medical nursing level test. SPSS 20.0 software was used for statistical analysis. Enumeration data between two classes were compared by χ2 test

while measurement data were compared by t test. Results ①The number of students who are satisfied in the teaching reform class was 34 (85.0%)

which was significantly higher than that of the control class (29 / 72.5%). The difference has a statistical significance (χ2 = 9.524

P <0.05). ②The self-learning dimensions and total score of the teaching reform class were (53.1±5.1)

(52.4±4.8)

(52.2±4.7)

(51.9±4.7)

(51.2±4.9) and (260.8±24.2)

respectively

which were significantly higher than (48.6±4.3)

(49.9±4.3)

(49.7±4.1)

(47.6±4.0)

(47.1±3.9)

and (242.9±20.6) of the control class. The differences were statistically significant (average P<0.05 or 0.01). ③The total scores (minutes) for regular assessments

theoretical examinations

and internal medicine education in the reform class were (26.1±2.3)

(55.4±5.2)

and (81.5±7.5) respectively

which is obviously higher than (23.7±1.9)

(52.6±4.6)

(76.3±6.5) of the control class. The differences were statistically significant (average P<0.05 or 0.01). Conclusions The blended BOPPPS teaching focuses the students

pays close attention to the students' attentiveness

participatory learning and goal achievement. The method can improve students' satisfaction

self-learning ability and medical nursing study in a large area.