Application effect of BOPPPS teaching model on fundamentals of nursing education: a meta-analysis of randomized controlled studies
Open accessAbstract
Background: BOPPPS (bridge-in, learning objective, pretest, participatory learning, posttest, and summary) is a student-centered, closed-loop teaching model that emphasizes real-time communication and feedback. Objectives: The purpose of this study was to review and evaluate the effect of BOPPPS teaching model in “Fundamentals of Nursing” teaching. Methods: We conducted a meta-analysis of randomized controlled trials (RCTs) based on the BOPPPS teaching model in “Fundamentals of Nursing” teaching. To review domestic and foreign databases for the period 2010 to September 2023. Finally, 13 RCTs were included and the teaching outcomes were measured and analyzed. Two researchers independently identified, selected, and extracted data from the study and examined the risk of bias. The primary outcomes were students’ examination scores (theoretical scores: scores obtained in the nursing fundamentals course, reflecting students’ understanding and mastery of the course content; practical scores: assessment results based on practical application or experimental skills, evaluating students’ practical skill level). The secondary outcomes were self-learning ability score: indicators assessing students’ self-directed learning ability, reflecting their competence in independent learning and autonomous exploration; and satisfaction rate of teaching effect: the overall satisfaction rate of students with the teaching effects experienced during teaching process reflects the proportion of students’ acceptance and satisfaction with the teaching program. The results were evaluated using the Grading of Recommendations, Assessment, Development, and Evaluations (GRADE) profiler software. The GRADE profiler software is used to assess and grade the recommendations according to the GRADE (Grading of Recommendations Assessment, Development, and Assessment) criteria. Results: A total of 13 studies were included, consisting of 2,991 nursing students. Among them, 1,465 students were in the BOPPPS teaching group, while 1,526 students were in the traditional teaching group. The summary analysis of the main outcomes showed that the BOPPPS teaching model had significantly higher scores in theoretical score (MD = 3.35, 95% CI: 2.35–4.35, Z = 6.56, p < 0.00001), practice score (MD = 4.50, 95% CI: 1.95–7.05, Z = 3.45, p = 0.0006), and self-learning ability score (MD = 6.76, 95% CI: 5.38–8.14, Z = 9.60, p < 0.00001) compared to the traditional teaching group. The satisfaction rate of students in the BOPPPS teaching group regarding teaching effectiveness was 89% (95% CI = 0.84–0.93). The differences were statistically significant (p < 0.05). The GRADE evidence level for theoretical score and satisfaction rate of teaching effect is low. The evidence level for practice score is very low, and for self-learning ability score is moderate. Conclusion: The BOPPPS teaching mode is helpful to improve the theoretical score, practice score, and self-learning ability score of “Fundamentals of Nursing,” and improve the satisfaction rate of students to the teaching effect. The teaching effect is better than the traditional teaching method.
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BOPPPS does not by itself supply the rich, authentic clinical content that drives contextual reasoning.
“However, because BOPPPS chiefly governs the sequence and structure of a session, it does not by itself supply the rich, authentic clinical content that drives contextual reasoning (17).”
From The effectiveness of an integrated CBL and BOPPPS model in neurological nursing clinical teaching: a comparative study (2026) · cites this paper as [17]
The Introduction (page not provided) describes BOPPPS as an instructional design model that divides a session into six modules, supporting the point that it governs teaching structure. The paper does not say that BOPPPS by itself fails to supply authentic clinical content or that such content drives contextual reasoning. (LLM, conf=0.84)
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“The BOPPPS model has been applied to practical teaching in many disciplines, including biopharmaceutical engineering [18], thoracic surgery education [19], physiology education [20], and basic nursing education [21].”
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Xie, F., Zhou, H., Qi, X.-H., Fei, Y., & Sun, R.-Q. (2026) · Open Journal of Applied Sciences · doi:10.4236/ojapps.2026.1610220
- Authors
- Li, Y., Li, X., Liu, Y., & Li, Y.
- Affiliations
- Yunnan University of Traditional Chinese Medicine (CN)
- Corresponding author
- Li, Xiao
- Venue
- Frontiers in Medicine
- Publisher
- Frontiers Media SA
- Published
- 2024-05-09
- Volume
- 11
- Pages
- 1319711-1319711
- ISSN
- 2296-858X (ISSN-L)
- PMC
- PMC11111886
- OpenAlex
- W4396777784
- Cited by
- 51
- References
- 44
- Citations by year
- 2026: 22 · 2025: 18 · 2024: 10 · 2021: 1
- FWCI
- 6.90
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Frontiers in Medicine (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Social Sciences › Education › Innovative Teaching Methods
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Social Sciences › Education › Problem and Project Based Learning
- Keywords
- BOPPPS model, nursing students, student-centered learning, autonomous learning ability, student satisfaction, teaching effectiveness, flipped classroom, active learning
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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