Synergizing PAD and BOPPPS: a teaching model's application in health assessment course

Abstract

Aim

This study was conducted to evaluate the effect of the educational impact of amalgamating the presentation-assimilation-discussion (PAD) and Bridge-in, Objective, Preassessment, Participatory learning, Postassessment, and Summary (BOPPPS) teaching models within the health assessment curriculum.

Background

For nursing students, developing expertise in physical examination is essential and hinges on their ability to integrate substantial theoretical knowledge with sharp clinical diagnosis. At the novice stage, the students confront the challenge of integrating a vast spectrum of multidisciplinary concepts, often leading to learner burnout. The breadth and intricacy of diseases further complicate teaching efficacy.

Design

This study has a randomized controlled design.

Methods

We assessed 274 nursing undergraduates from Nanjing University of Chinese Medicine, allocating them into a control group, which followed conventional teaching practices, and an experimental group immersed in the PAD and BOPPPS methodologies. Comparative analyses of chapter test scores, group report evaluations, and survey responses were conducted using an unpaired student's t-test.

Results

Notably, the experimental cohort outperformed the control group in chapter tests and group reports (p < 0.05). Additionally, they showcased superior self-directed learning and critical thinking skills, as indicated by the survey (p < 0.05).

Conclusions

The novel integration of PAD and BOPPPS teaching frameworks in health assessment courses significantly benefits nursing students’ academic performance and cultivates their self-learning and critical thinking faculties.