Study on the application of BOPPPS teaching mode oriented by post competence in nursing teaching in ICU at the grass-roots level
以岗位胜任力为导向的BOPPPS教学模式对基层ICU护理实习生学习成效和满意度的影响

摘要

目的 探讨以岗位胜任力为导向的BOPPPS教学模式在基层医院重症监护室（ICU）护理带教中的应用效果，为优化基层ICU护理带教策略、提升护生核心能力提供实践依据。方法 选取2024年7月至2025年8月在浦江县人民医院ICU实习的60名护理实习生作为研究对象，按照入科次序分为观察组和对照组，每组各30例。对照组采用传统临床带教方法，观察组在对照组基础上实施以岗位胜任力为导向的BOPPPS教学模式。带教结束后，比较两组护生的理论成绩、操作成绩、出科评价、带教满意度、岗位胜任力及自主学习能力。结果 观察组护生的理论成绩、操作成绩、出科评价、带教满意度、岗位胜任力、自主学习能力及总分均高于对照组，差异具有统计学意义（P＜0.05）。结论 以岗位胜任力为导向的BOPPPS教学模式应用于基层ICU护理带教，可显著提升护生的理论水平、操作技能、岗位胜任力及自主学习能力，提升带教满意度，值得临床推广。

Abstract

Objective To explore the application effect of BOPPPS teaching mode based on post competence in nursing teaching in intensive care unit (ICU) of grass-roots hospitals, and to provide practical basis for optimizing nursing teaching strategies in ICU at grass-roots level and improving core competence of nursing students.
Methods 60 nursing interns who practiced in ICU of Pujiang County People's Hospital from July 2024 to August 2025 were selected as the research object, and were divided into observation group and control group according to the order of admission, with 30 cases in each group. The control group adopted the traditional clinical teaching method, while the observation group implemented the post competency-oriented BOPPPS teaching mode on the basis of the control group. After the end of teaching, the theoretical scores, operational scores, graduation evaluation, teaching satisfaction, post competence and autonomous learning ability of the two groups were compared.
Results The theoretical scores, operational scores, graduation evaluation, teaching satisfaction, post competence, autonomous learning ability and total score of nursing students in the observation group were higher than those in the control group, with statistical significance (P < 0.05).
Conclusion   The application of post competency-oriented BOPPPS teaching mode in primary ICU nursing teaching can significantly improve the theoretical level, operational skills, post competency and autonomous learning ability of nursing students, and improve their satisfaction with teaching. The application effect is better than the traditional teaching mode, which is worthy of clinical promotion.