Application of the BOPPPS-CBL model in electrocardiogram teaching for nursing students: a randomized comparison

Abstract

Background/AimInterpreting an electrocardiogram (ECG) is a vital skill for nurses in cardiology. This study aimed to evaluate the efficacy of the bridge-in, objective, preassessment, participatory learning, post-assessment, and summary (BOPPPS) model, when combined with case-based learning (CBL), in enhancing nursing students’ ECG interpretation capabilities.Materials & methodsNursing students were randomly divided into two groups: one utilizing the BOPPPS model combined with CBL (BOPPPS-CBL), and the other employing a traditional lecture-based learning (LBL) model. All participants underwent training and completed pre- and post-course quizzes.ResultsThe BOPPPS-CBL model significantly improved nursing students’ abilities in ECG interpretation compared to the traditional LBL model group. The BOPPPS-CBL model proved to be a comprehensive and effective method for enhancing students’ attitudes towards teaching and learning.DiscussionOur study demonstrated for the first time that the BOPPPS-CBL model is an innovative and effective method for promoting nurses’ accuracy in ECG interpretation. It highlights the potential of this approach as a superior alternative to traditional learning methods.