Application Of BOPPPS Integrated Scenario Simulation Teaching Method In The Teaching Of Geriatric Nursing In Secondary Vocational Schools

ObjectiveThis study aims to effectively integrate BOPPPS(Bridge-in,Objective,Pre-assessment,Participatory Learning,Post-assessment,Summary)and scenario simulation teaching method,and apply it to the teaching process of geriatric nursing in secondary vocational school,which will evaluate the application effect of this teaching mode,explore the teaching method suitable for the teaching needs of geriatric nursing in secondary vocational school,and provide reference for the reform of nursing teaching in secondary vocational school.MethodsNursing students registered in 2020 in a secondary vocational health school were selected as the research object.Among the 17 nursing classes,4 classes were selected by random number method as the research object,of which 2 classes involving 80 students are the intervention group and 2 classes involving 82 students are the control group.There are 162 students in all.The control group was adopted the conventional teaching method,and the intervention group was adopted the BOPPPS integrated scenario simulation teaching method.Teaching intervention shall be carried out on the premise that the use of teaching materials,teaching hours,teaching progress and teacher resources are consistent.After the teaching intervention,nursing students’ autonomous learning ability scale,humanistic care ability evaluation scale,geriatric nursing core ability evaluation scale and final examination were used to compare the changes of nursing students’ autonomous learning ability,humanistic care ability,geriatric nursing core ability,classroom performance,theoretical performance and practical skill performance in the two groups.The teaching satisfaction evaluation form was issued to evaluate the satisfaction of nursing students with conventional teaching method and BOPPPS integrated scenario simulation teaching method.Result1.There was no significant difference between the two groups in terms of general data(P > 0.05).2.In terms of autonomous learning ability,the total score of nursing students in the intervention group after teaching was significantly higher than that in the control group(t=3.503,P=0.001).The scores of learning motivation,planning and implementation,self-management and interpersonal communication of nursing students in the intervention group were significantly higher than those in the control group(t=2.018-2.226,P<0.05);The total score of nursing students in the intervention group after teaching was significantly higher than that before teaching(t=-6.498,P<0.001).The scores of learning motivation,planning and implementation,self-management and interpersonal communication of nursing students in the intervention group were significantly higher than those before teaching(t=-4.85--3.369,P<0.05).3.In terms of humanistic care ability,the total score of nursing students in the intervention group after teaching was significantly higher than that in the control group(t=3.997,P=0.001).The scores of nursing students in the intervention group in the dimensions of cognition,courage and patience were significantly higher than those in the control group(t=2.123-2.352,P<0.05);The total score of nursing students in the intervention group after teaching was significantly higher than that before teaching(t=-3.232,P=0.002).The scores of courage and patience of nursing students in the intervention group were significantly higher than that before teaching(t=-2.618--2.042,P<0.05).4.In terms of core competence of geriatric nursing,after teaching,the total score of nursing students in the intervention group was significantly higher than that in the control group(t=4.375,P=0.001).The scores of nursing students in the intervention group in critical thinking,scientific research ability,leadership,legal and ethical quality,personal professional development and educational leadership were significantly higher than those in the control group(t=2.047-2.61,P<0.05).The total score of nursing students in the intervention group after teaching was significantly higher than that before teaching,and the difference was statistically significant(t=-6.176,P=0.001).The scores of critical thinking,scientific research ability,leadership,legal and ethical quality,personal professional development and educational leadership of nursing students in the intervention group were significantly higher than those before teaching(t=-3.265--2.908,P<0.05).5.In terms of final examination,the total scores of nursing students in the two groups were significantly different(t=3.86,P=0.001).The classroom performance,theoretical scores and practical skills scores of students in the intervention group were higher than those in the control group.There was a significant difference in the scores of each dimension of final examination between the two groups(P<0.05),which were classroom examination(t=2.252,P=0.026),theoretical knowledge(t=2.745,P=0.007)and practical skills(t=2.700,P=0.008).6.In terms of teaching satisfaction,the total scores of nursing students in the two groups were statistically significant(t=16.61,P<0.001).The scores and total scores of nursing students in the intervention group were significantly higher than those in the control group.The scores of nursing students in the two groups were statistically significant(P<0.05),which were teaching methods(t=12.19,P<0.001),teaching effect(t=8.77,P<0.001)and teaching experience(t=9.14,P<0.001).Conclusion1.The application of BOPPPS integrated scenario simulation teaching method in the teaching of geriatric nursing can cultivate nursing students’ autonomous learning habits and effectively improve nursing students’ autonomous learning ability.2.The application of BOPPPS integrated scenario simulation teaching method in the teaching of geriatric nursing can increase nursing students’ understanding of humanistic care and improve their humanistic care ability.3.The application of BOPPPS integrated scenario simulation teaching method in the teaching of geriatric nursing improves the core ability of nursing students in geriatric nursing,promotes the improvement of critical thinking and leadership ability of nursing students,helps nursing students’ comprehensive cognition of geriatric nursing and improves their clinical work ability of geriatric nursing.4.The application of BOPPPS integrated scenario simulation teaching method has created a relaxed and pleasant classroom atmosphere,which integrated teaching with thinking.The classroom performance,theoretical performance and practical skill performance of nursing students have been significantly improved.It also improves the teaching effect.5.BOPPPS integrated scenario simulation teaching method has obtained high satisfaction evaluation from students,and it can be further popularized and applied.