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

Background 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. Objective 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. Methods 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. Results 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; t 50 = −3.186, P =.002). Conclusions 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.