目的:探讨BOPPPS联合TBL教学模式在本科护理专业基础护理学课程中的应用效果。方法:2023年9月~2024年1月期间,在山东省一所医学院院校内选取80名同学参与此项研究。随机将其分为干预组和对照组,每组各40人,对对照组学生实施传统教学方法,对干预组学生实施BOPPPS联合TBL教学模式,干预结束后比较两组学生的学习成绩、深度学习能力和学习投入水平。结果:干预组患者的过程性成绩、期末考试成绩、深度学习能力总分、大学生学习投入总分均高于对照组,差异具有统计学意义(p Objective: To explore the application effect of the BOPPPS combined with TBL teaching model in the basic nursing science for nursing undergraduates. Methods: From September 2023 to January 2024, 80 students from a medical college in Shandong Province were selected to participate in this study. They were randomly divided into the intervention group and the control group, with 40 students in each group. The traditional teaching method was applied to the students in the control group, and the BOPPPS combined TBL teaching mode was applied to the students in the intervention group. After the intervention, the academic performance, deep learning ability, and learning engagement levels of the students in the two groups were compared. Results: The procedural scores, final exam scores, total score of deep learning ability, and total score of college students’ learning involvement in the intervention group were higher than those in the control group, and the differences were statistically significant (p < 0.05). Conclusion: The BOPPPS combined with TBL teaching mode can improve the academic performance, deep learning ability and learning engagement of nursing undergraduates.
