Application Of Boppps Combined With The PAD Class In Practical Teaching Of Fundamentals Of Nursing In Secondary Vocational Schools

ObjectiveThis study aims to apply BOPPPS(Bridge-in,Objective,Pre-assessment,Participatory Learning,Post-assessment,Summary)teaching mode and the PAD class teaching mode to the practical teaching of Fundamentals of nursing in secondary vocational schools,and to explore the effect of BOPPPS combined with the PAD class teaching mode on the autonomous learning,critical thinking and humanistic care ability,academic performance,classroom teaching satisfaction of secondary vocational nursing students.It also aims to enrich the connotation and application of BOPPPS combined with the PAD class teaching mode,so as to provide reference basis for promoting the reform of nursing teaching in secondary vocational schools.MethodsThis study is a kind of experimental study.Using the convenient sampling method,181students from four classes of nursing major registered in 2020 in a secondary vocational school were selected as the research objects from September to December in 2021.Through the random envelope method,two classes which involved 86 students were selected as the experimental group,and two classes which involved 95 students were selected as the control group.The control group was adopted the conventional teaching method and the experimental group was adopted the BOPPPS combined with the PAD class teaching method.Before and after teaching,the self-learning ability,critical thinking ability,humanistic care ability,learning achievement and classroom teaching satisfaction after teaching were compared between the two groups.The application effect of BOPPPS combined with the PAD class teaching method was evaluated.SPSS21.0 software was applied to sort out and analyze the data.The measurement data such as autonomous learning ability are described by mean±standard deviation((?)±s).The comparison between the two groups adopts independent sample t-test.Qualitative data such as baseline data were described by the number of cases and constituent ratio n(%).Rank sum test was used for comparison between groups,andc~2test was used for comparison between the two groups.Results1.In terms of autonomous learning ability,there were significant differences between the two groups after teaching,which were learning motivation(t=4.16,P<0.001),planning and implementation(t=5.24,P<0.001),self-management(t=4.73,P<0.001),interpersonal communication(t=4.69,P<0.001)and total scores of autonomous learning ability(t=8.59,P<0.001).The scores of all dimensions and total scores of nursing students in the experimental group after teaching were higher than those before the experiment.2.In terms of critical thinking ability,after teaching,there was a significant difference between the two groups of nursing students,which were looking for the truth(t=2.69,P=0.008),open thought(t=3.14,P=0.002),analytical ability(t=2.22,P=0.028),systematic ability(t=2.22,P=0.027),self-confidence of critical thinking(t=2.09,P=0.038),thirst for knowledge(t=2.42,P=0.016)in cognitive maturity(t=2.31,P=0.022)and the total score of critical thinking ability(t=-2.39,P=0.021).The scores of all dimensions and total scores of nursing students in the experimental group after teaching were higher than those before the experiment.3.In terms of humanistic care ability,there were statistically significant differences in cognitive dimension(t=9.33,P<0.001),courage dimension(t=9.59,P<0.001),patience dimension(t=6.37,P<0.001)and total score of humanistic care ability(t=3.17,P<0.001)between the two groups after teaching.The scores of all dimensions and total scores of nursing students in the experimental group after teaching were higher than those before the experiment.4.In terms of academic performance,there were significant differences between the two groups after teaching,which were the usual performance(t=10.07,P<0.001),theoretical performance(t=6.75,P<0.001),skill performance(t=7.37,P<0.001)and total final score(t=14.27,P<0.001).The performance of nursing students in the experimental group was higher than that in the control group.5.In the application effect evaluation of teaching mode,there were significant differences between the two groups in classroom teaching(t=10.18,P<0.001),ability improvement(t=11.89,P<0.001),teaching evaluation(t=7.19,P<0.001),and total scores(t=11.80,P<0.001).The results showed that the nursing students in the experimental group were highly satisfied with the BOPPPS teaching mode.Conclusion1.The application of BOPPPS combined with the PAD class teaching mode to the practical training course teaching of fundamentals of nursing can effectively improve the autonomous learning ability,critical thinking ability and humanistic care ability of secondary vocational nursing students.2.BOPPPS combined with the PAD class teaching mode reconstructs a good interactive relationship between teachers and students and a harmonious classroom learning atmosphere.This mode also improves the teaching effect,and it is conducive to improving the theoretical knowledge mastery ability and practical training skill level of secondary vocational nursing students.3.BOPPPS combined with the PAD class teaching mode has obtained high satisfaction evaluation from nursing students,and the teaching effect is good.This mode can be further popularized and applied.