「BOPPPS教學模式」於護理實習生之運用

Application of BOPPPS Model to Facilitate Learning in Nursing Students

10.6320/FJM.202211_26(6).0002

利怡慧(Yi-Hui Li)；劉璧甄(Pi-Chen Liu)；蔣尚瑾(Shang-Jin Jiang)；鄭宇婷(Yu-Ting Zheng)；柯幸芳(Hsing-Fang Ko)；陳德全(Te-Chuan Chen)

BOPPPS教學模式 ； 骨骼牽引 ； 創意性教學 ； 護理實習生 ； BOPPPS learning model ； skeletal traction ； creative teaching ； nursing students

台灣醫學

26卷6期（2022 / 11 / 25）

636 - 642

繁體中文

骨骼牽引是骨科病房中一項重要的護理能力，但對護生來說，骨骼牽引備物相當複雜。本文期望藉由BOPPPS（bridge-in，objective，pre-assessment，participatory learning，post-assessment，and summary）模式，發展出適用於護理實習生骨骼牽引課程之教學模式。採單組前後測類實驗設計，以立意取樣，對象為台灣南部某醫學中心骨科病房護理實習生，依BOPPPS教學模組是將課程分為六個階段，教學工具包合使用影片、桌遊、背誦口訣、模具等，課程前後評量骨骼牽引認知、骨骼牽引執行正確性及自信心程度。研究結果以SPSS／Window20.0進行統計分析。護理實習生共21名參與BOPPPS教學模式課程。「骨骼牽引技術照護認知」正確性前／後測平均分別為53.81±19.86及94.29±5.97（p＜0.001）、「骨骼牽引技術」正確性前／後測平均分別為15.38±1.96及29.10±3.16（p＜0.001）、自信心由6.55±0.38提高到9.41±0.17（p＜0.001）。BOPPPS模式可促進臨床教學及學習成效，以學員為出發點的教學設計，更能貼近學習需求，並運用創意性教材教具，增加學員與教師互動，進而提升學習成效，可作為日後課程規劃之參考。

Skeletal traction is an important nursing care competency in orthopedic wards but relatively complicated for nursing students. We aim to develop a program based on Bridge-In, Outcomes, Pre-assessment, Participatory Learning, Post-assessment, and Summary (BOPPPS) model for student facilitation. A quasi-experimental single-group pretest-posttest design study was employed. The subjects were nursing students in the orthopedic wards at a medical center in southern Taiwan. We developed the program based on BOPPPS model in six stages. Instructional instruments included videos, tabletop game, and words mnemonics of the procedures. The students' comprehensive knowledge and skills on skeletal traction, and self-confidence were evaluated before and after the intervention. The results were analyzed with SPSS/Window20.0. Twenty-one nursing students participated the study. The mean pre-/post- tests of skeletal traction abilities showed comprehension 53.81±19.86/94.29±5.97 (p＜0.001) and skills 15.38±1.96/29.10±3.16 (p＜0.001), respectively. The mean self-evaluated confidence on skeletal traction improved from 6.55±0.38 to 9.41±0.17 (p＜0.001). We demonstrated that the learning program of skeletal traction based on BOPPPS model was effective to promote clinical teaching and facilitate clinical learning. Nursing students improved significantly after the innovative program. BOPPPS is good and useful for teachers to develop a trainee-centered program, which can be closer to the demands of learning, and enhance the interaction between instructors and students to promote the quality of teaching and learning.

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