INTEGRATING BOPPPS AND OBE TO FOSTER PRACTICAL AND INNOVATIVE COMPETENCE IN MASTER OF NURSING SPECIALIST STUDENTS: A CASE STUDY OF THE ADVANCED HEALTH ASSESSMENT COURSE
Keywords:
BOPPPS, OBE, Practical and innovative competence, Master of nursing specialist students, Advanced health assessment courseAbstract
Objective: This study aimed to evaluate the effectiveness of a blended teaching model combining BOPPPS and OBE in enhancing practical competence, clinical reasoning, self-directed learning, and innovative capacity among MNS students in the Advanced Health Assessment course. Methods: This quasi-experimental controlled study was conducted at Youjiang Medical University for Nationalities. Using cluster sampling, 2023 MNS students were assigned to the experimental group (BOPPPS-OBE blended teaching) and 2024 MNS students to the control group (lecture-based teaching). Both groups completed 48 classes of identical content. The primary outcome was practical competence assessed via OSCE. Secondary outcomes included professional knowledge, professional quality, research and innovation, clinical reasoning, practical competence, and practical innovation capability. Outcomes were assessed post-intervention. Data were analyzed using independent t-tests or Mann–Whitney U tests (p<0.05). Results: A total of 110 students were enrolled, with 50 in the experimental group and 60 in the control group. Baseline characteristics were comparable between groups. The experimental group demonstrated significantly higher OSCE scores (mean ± SD: 92.04±3.49 vs. 86.45±5.95, p<0.001). Secondary outcomes also favored the experimental group, including professional knowledge, professional quality, research and innovation, clinical reasoning, practical competence, and practical innovation capability. No adverse events were reported. Conclusion: The BOPPPS-OBE blended teaching model significantly improved practical competence, clinical reasoning, self-directed learning ability, and innovative capacity among MNS students compared to conventional instruction. This integrated approach offers an evidence-based pedagogical strategy for cultivating advanced practice competencies and may inform curricular reforms in graduate nursing education.References
[1] Fan Geng, Chang Junwu, Zhou Zenghuan. Cultivation of innovative abilities in medical postgraduate students. China Health Management, 2010, 27(6): 408-409.
[2] Kostas-Polston EA, Thanavaro J, Arvidson C, et al. An integrative review of nurse practitioner education models: Part three of a four-part series on critical topics identified by the 2015 Nurse Practitioner Research Agenda. Journal of the American Association of Nurse Practitioners, 2018, 30(12): 696-709.
[3] Minnesota State University Moorhead. MS in Nursing Program-Level Student Learning Outcomes, 2024.
[4] Goolsby MJ, Grubbs L. Advanced Assessment: Interpreting Findings and Formulating Differential Diagnoses. 5th ed. F.A. Davis, 2022.
[5] Matewere I, Msosa A, Mfuni J. Exploring perceived barriers to effective utilization of learner-centred teaching methods by tutors at Holy Family College of Nursing and Midwifery, Phalombe, Malawi. Malawi Medical Journal, 2022, 34(3): 192-200. DOI: 10.4314/mmj.v34i3.8.
[6] Spady WG. Outcome-Based Education: Critical Issues and Answers. American Association of School Administrators, 1994.
[7] Zhang B, Duan A, Lan J, et al. Application of the BOPPPS teaching model in the teaching of introduction to nursing course. BMC Nursing, 2025, 24(1): 1223. DOI: 10.1186/s12912-025-03880-6.
[8] Chen X, Song Y, Li X, et al. Analysis of the effectiveness of SPOC combined with BOPPPS teaching method in stoma care training for nurses in neonatal intensive care units. BMC Medical Education, 2026, 26(77). DOI: 10.1186/s12909-025-08379-x.
[9] Wu Yingzhi, Pan Xiao. Application research of BOPPPS teaching model based on OBE philosophy in nursing practice teaching under the construction of new medical sciences. Innovation and Entrepreneurship Theory Research and Practice, 2024, 7(24): 172-176.
[10] ACM Conference. A Study on the Application of AI-Empowered "BOPPPS+X-Mind" Blended Teaching Model Based on OBE Philosophy in Nursing Psychology Education. ACM Digital Library, 2025. DOI: 10.1145/3729605.3729640.
[11] Meng Na, Wu Pei, Lin Xin, et al. Analysis of the current status and influencing factors of practical innovation ability among master's degree students in nursing professional degree. Health Vocational Education, 2024, 42(22): 78-81.
[12] Yang Z, Zhen S, Pan B, et al. Investigating the use of the HIS-based BOPPPS teaching model in medical imaging experimental course instruction. BMC Medical Education, 2025, 25(1): 996. DOI: 10.1186/s12909-025-07607-8.
[13] Salar AR, Fouladi B, Sarabandi A. Comparing the effect of "learning based on classic education" and "learning based on participatory education" on nursing students critical thinking: A case-control study. Journal of Education and Health Promotion, 2020, 9: 47. DOI: 10.4103/jehp.jehp_257_19.
[14] Vreugdenhil J, Broeksma L, Teuwen C, et al. Debriefing to nurture clinical reasoning in nursing students: A design-based research study. Nurse Education Today, 2024, 143: 106402. DOI: 10.1016/j.nedt.2024.106402.
[15] Song H, Feng P, Lin K, et al. Enhancement of shared decision-making competencies in diabetes care using the BOPPPS model: a training program design for general practitioners. BMC Primary Care, 2025, 26(1): 308. DOI: 10.1186/s12875-025-02995-8.
[16] Vreugdenhil J, Broeksma L, Teuwen C, et al. Debriefing to nurture clinical reasoning in nursing students: a design-based research study. Nurse Education Today, 2024, 143: 106372.
[17] Xiao N, Liu C, Mao M, et al. Innovating transfusion training: a BOPPPS-based blended learning model to enhance nursing interns' specialized competency. Frontiers in Medicine, 2026, 13: 1759418. DOI: 10.3389/fmed.2026.1759418.
[18] Yang H, Zhu H, Luo W, Peng W. Design and practice of innovative practice workshop for new nurses based on creativity component theory and outcome based education (OBE) concept. BMC Medical Education, 2023, 23(1): 700. DOI: 10.1186/s12909-023-04684-5.
[19] Benner P. From novice to mastery-II: the Dreyfus and Dreyfus model of skill acquisition in nursing practice. San Francisco: Educating Nurses, 2022.
[20] Hayes R. Nurses face startling setbacks when trying to innovate. Silver Spring (MD): American Nurses Association, 2021.
[21] Yu H, Wen G. Cultivating healthcare innovators: a cross-sectional study on entrepreneurial abilities and influencing factors among nursing undergraduates. BMC Nursing, 2025, 24(1): 678. DOI: 10.1186/s12912-025-03380-7.
[22] Sharpnack PA, Dillon-Bleich K, Patton L. Using competency testing to close the practice gap with undergraduate baccalaureate nursing students. International Nursing Research Congress (INRC), 2017: 536. https://www.sigmarepository.org/inrc/2017/presentations_2017/536.