Evaluation of the Bridge-in, Objective, Preassessment, Participatory Learning, Postassessment, and Summary-Based Instructional Model in Disaster Nursing: Quasi-Experimental Study.

Authors

Li Pei, Taoyu Jia, Yaxin Liu, Xiao-Li Pang, Muzi Li, Haoying Dou

Published in

JMIR medical education. Volume 12. Pages e77728. Oct 05, 2026. Epub Oct 05, 2026.

Abstract

The undergraduate stage is critical for developing nursing students' disaster nursing competencies; however, traditional lecture-based teaching often fails to promote active learning, and innovative instructional models remain underused in this field. The BOPPPS (Bridge-in, Objective, Preassessment, Participatory Learning, Postassessment, and Summary) model is a student-centered, closed-loop instructional framework that emphasizes active participatory learning and real-time feedback.
This study aimed to evaluate the effects of a BOPPPS-based blended teaching model on disaster nursing competencies and academic outcomes among undergraduate nursing students.
This study used a quasi-experimental design with 77 undergraduate nursing students allocated to 3 groups: an experimental group receiving BOPPPS-based blended teaching (n=27), a control group with traditional lecture-based teaching (n=25), and a comparison group without systematic instruction (n=25). Questionnaires were used to assess students' self-perceived disaster nursing knowledge, professional operational skills, and overall comprehensive competencies. The final examination assessed students' mastery of theoretical knowledge and applied reasoning.
All 3 groups showed significant within-group improvements in disaster competence (all P<.001, n=77). Intergroup comparisons revealed significant differences (H=8.843, P=.01, η²=0.093); post hoc analysis showed that the experimental group (mean rank=48.79) scored significantly higher than the comparison group (mean rank=29.76, P_adj=.009), but not significantly higher than the control group (mean rank=38.32, P_adj=.34). The experimental group had a significantly higher overall course score than the control group (86.93, SD 5.08 vs 81.60, SD 6.90; t₅₀=-3.186, P=.002).
The implementation of a disaster nursing curriculum positively impacts students' disaster nursing competency. Since the BOPPPS-based blended teaching model promotes active student engagement and improves teaching quality, we recommend its integration into disaster nursing education.

PMID:
42832760
Bibliographic data and abstract were imported from PubMed on 06 Oct 2026.

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