Abstract Objective To evaluate the effectiveness of integrating the BOPPPS teaching model with scenario-based simulation in the clinical training of operating room nursing interns. Methods A total of 71 undergraduate nursing students were assigned to either a control group (n = 36) or an experimental group (n = 35) based on their internship commencement dates. The control group received traditional clinical skills training, whereas the experimental group was instructed using the BOPPPS model combined with scenario-based simulation. Upon completion of their rotations, theoretical knowledge, practical skills, self-directed learning ability, and teaching satisfaction were assessed and compared between the two groups. Results The experimental group scored significantly higher in theoretical and practical assessments, demonstrated stronger self-directed learning abilities, and reported greater satisfaction with the teaching experience compared to the control group (all P < 0.05). Conclusion The integration of BOPPPS with scenario-based simulation enhances nursing interns’ mastery of theoretical and practical competencies, improves self-directed learning, and increases satisfaction with clinical teaching. This approach holds promise for broader application in clinical nursing education.
Xu et al. (Mon,) studied this question.
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