基于BOPPPS教学模型的护理本科内科实习带教方法研究

李娜; 罕若林; 宋云华; 田莹; 张秀梅; 陈卫建; 梁红敏

doi:10.3760/cma.j.cn116021-20201211-01263

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基于BOPPPS教学模型的护理本科内科实习带教方法研究

护理教育研究 | 更新时间：2023-05-12

- 基于BOPPPS教学模型的护理本科内科实习带教方法研究
- Exploration of undergraduate practice teaching method for nursing internal medicine based on BOPPPS teaching model
- 中华医学教育探索杂志 2023年22卷第4期页码：636-640
- 作者机构：
  
  昆明医科大学第一附属医院护理教研室, 昆明　650032
- 作者简介：
  
  梁红敏，Email：KMlianghongmin@163.com
- 基金信息：
  
  云南省卫生计生委2018年度云南省高层次卫生计生技术人才医学学科带头人才项目(D-2018051);昆明医科大学校级教研教改科研项目(2018-JY-Y-056)
- DOI：10.3760/cma.j.cn116021-20201211-01263
  中图分类号： R473.5
- 纸质出版日期：2023-04-20，
  
  收稿日期：2020-12-11，
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李娜, 罕若林, 宋云华, 等. 基于BOPPPS教学模型的护理本科内科实习带教方法研究[J]. 中华医学教育探索杂志, 2023, 22(4): 636-640.

Li Na, Han Ruolin, Song Yunhua, et al. Exploration of undergraduate practice teaching method for nursing internal medicine based on BOPPPS teaching model[J]. Chinese Journal of Medical Education Research, 2023,22(4):636-640.
李娜, 罕若林, 宋云华, 等. 基于BOPPPS教学模型的护理本科内科实习带教方法研究[J]. 中华医学教育探索杂志, 2023, 22(4): 636-640. DOI： 10.3760/cma.j.cn116021-20201211-01263.

Li Na, Han Ruolin, Song Yunhua, et al. Exploration of undergraduate practice teaching method for nursing internal medicine based on BOPPPS teaching model[J]. Chinese Journal of Medical Education Research, 2023,22(4):636-640. DOI： 10.3760/cma.j.cn116021-20201211-01263.

摘要

目的

探讨运用BOPPPS[引入（B-bridge in）、目标（O-objective）、前测（P-pre-assessment）、参与式学习（P-participatory learning）、后测（P-post-assessment）、总结（S-summary）]教学模型进行护理本科内科实习带教的可行性。

方法

选取昆明医科大学护理本科专业实习生73人作为研究对象，分为试验组（30人）和对照组（43人）。试验组采用基于BOPPPS模式的实习带教方法，对照组采用传统教学方法。通过问卷收集学生评价。实习成绩采用题库抽题考核方式，评价学生护理综合推理能力、整体护理技巧能力、临床护理评估能力。教师评价学生实习过程中案例学习参与度和问题解决参与度。采用SPSS 20.0进行

检验。

结果

学生对实习过程的评价，试验组得分（86.81±2.85）优于对照组得分（82.61±3.82）（

0.001）。临床思维综合推理、整体护理评估能力评价，试验组优于对照组（

0.001）。教师评价，试验组优于对照组（

0.05）。总体效果试验组（20.60±1.73）优于对照组（17.84±1.70）（

0.001）。

结论

基于BOPPPS教学模型的实习带教方法，有助于教师依据护理内科学教学总体目标，开展和示范以症状为核心的整体护理教学，优化时间安排和知识结构，提高实习效率，促进学生整体护理思维模式建立。

Abstract

Objective

To explore the feasibility of applying BOPPPS (B-bridge in

O-objective

P-pre-assessment

P-participatory learning

P-post-assessment

S-summary) course design mode in the teaching of internal medicine practice for nursing undergraduates.

Methods

A total of 73 nursing interns of Kunming Medical University were selected as subjects and divided into the experimental group (

=30) and the control group (

=43). The experimental group adopted the practice teaching method based on BOPPPS model

while the control group adopted the traditional teaching method. Students' evaluation was collected by questionnaire. The students' comprehensive reasoning ability

holistic nursing skills ability and clinical nursing evaluation ability were evaluated by taking out questions from the question bank. And the results of teachers' evaluation on the participation of case study and problem solving in the process of students' internship were collected. SPSS 20.0 was used for

-test.

Results

The students' evaluation of the practice process in the experimental group (86.81±2.85) was significantly better than that in the control group (82.61±3.82) (

0.001). The experimental group was significantly better than the control group in comprehensive reasoning of clinical thinking and assessment of holistic nursing ability (

0.001). Teachers' evaluation in the experimental group was better than that in the control group (

0.05). The overall effect of the experimental group (20.60±1.73) was significantly better than that of the control group (17.84±1.70) (

0.001).

Conclusion

BOPPPS mode is helpful for teachers to carry out and demonstrate holistic nursing teaching with symptoms as the core according to the overall teaching objectives of nursing internal medicine

optimize the time arrangement and knowledge structure

improve the practice efficiency

and promote the establishment of holistic nursing thinking mode of students.

关键词

BOPPPS教学模型护理本科实习

Keywords

BOPPPS teaching modelUndergraduate nursingInternship

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