TITLE:
The BOPPPS Teaching Model implemented in the endocrinology departments of university-affiliated hospitals located in underdeveloped regions, with a focus on enhancing specialized knowledge and skill training for nursing interns
AUTHORS:
Yijuan Li, Weiping Xie, Guiqing Luo, Shuxian Wang, Liuxue Lu, Liwei Huang, Yanzhen Lu, Ting Meng, Meiyan Ou
KEYWORDS:
BOPPPS, Teaching Methodology, Teaching Reform Initiative, Intern, Endocrine and Metabolic Disorders
JOURNAL NAME:
Creative Education,
Vol.16 No.12,
December
24,
2025
ABSTRACT: Objective: To evaluate the effectiveness of the BOPPPS teaching model in enhancing specialized knowledge and skill acquisition among nursing interns in the endocrinology department of affiliated hospitals located in underdeveloped regions. Method: A quasi-experimental historical control study was conducted in the endocrinology ward of a university-affiliated hospital in Youjiang District, Baise City, Guangxi Zhuang Autonomous Region, China. A total of 90 undergraduate nursing students undergoing clinical internships in the endocrinology and metabolism unit were recruited as participants. The control group comprised 45 nursing interns who completed their training from March 2024 to December 2024 and received traditional didactic instruction. The intervention group included 45 nursing interns who participated from January 2025 to October 2025 and were taught using the BOPPPS model delivered via the Tencent QQ Group Classroom platform. Primary outcome measures included formative assessment scores to evaluate academic performance and the Academic Self-Efficacy Scale to assess students’ self-efficacy in learning. Result: The comprehensive academic performance and academic self-efficacy of students in the observation group were significantly higher than those in the control group. Conclusion: The BOPPPS teaching model effectively enhances academic self-efficacy among intern nurses in the endocrinology department of affiliated hospitals of universities located in underdeveloped regions, resulting in superior comprehensive academic outcomes compared to the traditional teaching approach. This model has received strong recognition from both faculty members and students.