Pre-post study reveals improved metacognitive monitoring and regulation in nursing students using the BOPPPS model, highlighting effective instructional design for professional training.
This study evaluated the use of a metacognitive-based program integrated with the BOPPS model (Bridge-in, Objective, Preassessment, Participatory Learning, Postassessment, and Summary) in a sample of 78 third-year nursing students. Metacognitive awareness (monitoring, evaluation, and regulation) was assessed using the Metacognitive Awareness Inventory before and after the course; reflective essays captured learning experiences. Paired-sample t tests and thematic analysis revealed significant gains in monitoring and regulation but not evaluation. Students reported greater learning initiative, a deeper understanding of community nursing, and improved teamwork and problem-solving skills. Integrating metacognitive strategies within the BOPPS model offered an effective approach to fostering professional competence in nursing education.
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Cheng Cheng (2026) studied this question.
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