Analysis of the role of BOPPPS teaching mode in oncology nursing teaching
BOPPPS教学模式在肿瘤科护理教学中的作用分析

摘要

目的 分析讨论BOPPPS教学模式在肿瘤科护理教学中的作用。方法 选择2020年6月-2024年6月我院新护士及低年资护士200例为研究对象，平均分为观察组（BOPPPS教学模式）与对照组（常规教学模式），比较两组护士成绩考核结果与教学满意度、学习效果以及对教学认可度。结果 观察组护士成绩考核结果[理论成绩（93.12±5.42）分，操作技能（90.14±5.37）分，护士互评（96.53±4.32）分，教师评分（92.56±2.37）分，综合素质（94.86±3.56）分]明显优于对照组（P<0.05）；观察组对于教学满意度[教学行为（28.12±2.63）分，教学节奏（27.11±2.64）分，教学效果（28.18±2.31）分，教学内容（27.32±2.33）分，课程安排（28.76±2.26）分，教学态度（27.32±2.14）分，工作责任感（28.69±2.54）分]高于对照组（P<0.05）；观察组学习效果[独立学习能力（44.96±5.47）分，团队协作能力（43.87±4.79）分，临床思维能力（45.22±5.07）分，学习自主性（45.48±4.32）分]比对照组高（P<0.05）；观察组对教学认可度（调动学习积极性94.00%，提高知识运用能力93.00%，端正学习态度90.00%，提高岗位胜任能力95.00%）比对照组高（P<0.05）。结论 在肿瘤科护理教学中，BOPPPS教学模式实施的效果明显，值得广泛推广与应用。

Abstract

Objective To analyze and discuss the role of BOPPPS teaching mode in oncology nursing education.
Methods Select 200 new nurses and junior nurses in our hospital from June 2020 to June 2024 as the research subjects, and divide them into an observation group (BOPPPS teaching mode) and a control group (conventional teaching mode) on average. Compare the performance assessment results, teaching satisfaction, learning effectiveness, and recognition of teaching between the two groups of nurses.
Results The performance assessment results of the observation group's new nurses [theoretical score (93.12 ± 5.42) points, operational skills (90.14 ± 5.37) points, student peer evaluation (96.53 ± 4.32) points, teacher rating (92.56 ± 2.37) points, comprehensive quality (94.86 ± 3.56) points] were significantly better than those of the control group (P<0.05); The observation group had higher satisfaction with teaching [teaching behavior (28.12 ± 2.63) points, teaching rhythm (27.11 ± 2.64) points, teaching effectiveness (28.18 ± 2.31) points, teaching content (27.32 ± 2.33) points, course arrangement (28.76 ± 2.26) points, teaching attitude (27.32 ± 2.14) points, and work responsibility (28.69 ± 2.54) points] than the control group (P<0.05); The learning effect of the observation group [independent learning ability (44.96 ± 5.47) points, teamwork ability (43.87 ± 4.79) points, clinical thinking ability (45.22 ± 5.07) points, learning autonomy (45.48 ± 4.32) points] was higher than that of the control group (P<0.05); The observation group had a higher level of recognition for teaching (94.00% for mobilizing learning enthusiasm, 93.00% for improving knowledge application ability, 90.00% for correcting learning attitude, and 95.00% for improving job competence) than the control group (P<0.05).
Conclusion   The implementation of BOPPPS teaching mode in oncology nursing teaching has significant effects and is worthy of wide promotion and application.