Efficacy of the BOPPPS teaching model in enhancing end-of-life care education and attitudinal outcomes among Chinese nursing students
ObjectiveThis study evaluated the efficacy of the Bridge-in, Objective, Pre-test, Participatory Learning, Post-test, Summary (BOPPPS) teaching model in improving the knowledge, skills, and attitudes of nursing students on end-of-life care.MethodsThe students enrolled in the fourth year of the 2021 n...
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Frontiers Media S.A.
2025-08-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2025.1548835/full |
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| author | Qiu Zhu Xu Qiu Zhu Xu Junxi Chen Qiusui Xu Jiali Zhang Yingzi Yang |
| author_facet | Qiu Zhu Xu Qiu Zhu Xu Junxi Chen Qiusui Xu Jiali Zhang Yingzi Yang |
| author_sort | Qiu Zhu Xu |
| collection | DOAJ |
| description | ObjectiveThis study evaluated the efficacy of the Bridge-in, Objective, Pre-test, Participatory Learning, Post-test, Summary (BOPPPS) teaching model in improving the knowledge, skills, and attitudes of nursing students on end-of-life care.MethodsThe students enrolled in the fourth year of the 2021 nursing technology program were divided into control (n = 173) and experimental (n = 180) groups. The control group was taught using the traditional method for end-of-life care, and the experimental group was instructed using the BOPPPS method. Standard validated questionnaires, namely Frommelt Attitude Toward Care of the Dying Scale Form B (FATCOD-B) and Templer’s Death Anxiety Scale (T-DAS), were used to measure the attitudes of the students and their emotional responses to end-of-life care following the course. Test–retest was used to assess the reliability of the questionnaires. The academic performance of the students was determined using written and skill-based assessments. Semi-structured interviews were conducted with 12 experimental group participants to obtain qualitative feedback on the BOPPPS instruction. The interviews were audio-recorded, transcribed, and analyzed thematically.ResultsBoth the FATCOD-B (Cronbach’s α = 0.891) and T-DAS (Cronbach’s α = 0.943) had a high internal consistency. Compared to the control group, the experimental group showed significantly higher FATCOD-B scores (89.21 ± 4.96 vs. 87.82 ± 5.29, p < 0.01), T-DAS scores (32.66 ± 9.23 vs. 30.04 ± 9.05, p < 0.01), and total academic scores (90.36 ± 14.45 vs. 81.97 ± 19.77, p < 0.001). The thematic analysis revealed three key benefits of the BOPPPS instruction method: enhanced pre-class engagement, reduced apprehension in terminal care, and improved critical thinking with knowledge internalization.ConclusionThe BOPPPS instructional framework effectively optimizes hospice care education by simultaneously developing nursing students’ knowledge acquisition, clinical skills, and professional attitudes, thereby better preparing them for end-of-life care challenges. |
| format | Article |
| id | doaj-art-a42cbb2dfde64d55adf77f0d971e5998 |
| institution | Kabale University |
| issn | 2504-284X |
| language | English |
| publishDate | 2025-08-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj-art-a42cbb2dfde64d55adf77f0d971e59982025-08-20T04:00:44ZengFrontiers Media S.A.Frontiers in Education2504-284X2025-08-011010.3389/feduc.2025.15488351548835Efficacy of the BOPPPS teaching model in enhancing end-of-life care education and attitudinal outcomes among Chinese nursing studentsQiu Zhu Xu0Qiu Zhu Xu1Junxi Chen2Qiusui Xu3Jiali Zhang4Yingzi Yang5Department of International College of Nursing, Hainan Vocational University of Science and Technology, Haikou, ChinaDepartment of Intensive Care Unit, Haikou Orthopedic and Diabetes Hospital, Haikou, Hainan, ChinaHaikou City People's Hospital, Xiangya School of Medicine, Central South University, Haikou, ChinaHainan Women and Children's Medical Center, Haikou, ChinaKunming Municipal Hospital of Traditional Chinese Medicine, The Third Affiliated Hospital of Yunnan University of Chinese Medicine, Yunnan, ChinaDepartment of Nursing, Shanghai Health and Medical Center, Wuxi, ChinaObjectiveThis study evaluated the efficacy of the Bridge-in, Objective, Pre-test, Participatory Learning, Post-test, Summary (BOPPPS) teaching model in improving the knowledge, skills, and attitudes of nursing students on end-of-life care.MethodsThe students enrolled in the fourth year of the 2021 nursing technology program were divided into control (n = 173) and experimental (n = 180) groups. The control group was taught using the traditional method for end-of-life care, and the experimental group was instructed using the BOPPPS method. Standard validated questionnaires, namely Frommelt Attitude Toward Care of the Dying Scale Form B (FATCOD-B) and Templer’s Death Anxiety Scale (T-DAS), were used to measure the attitudes of the students and their emotional responses to end-of-life care following the course. Test–retest was used to assess the reliability of the questionnaires. The academic performance of the students was determined using written and skill-based assessments. Semi-structured interviews were conducted with 12 experimental group participants to obtain qualitative feedback on the BOPPPS instruction. The interviews were audio-recorded, transcribed, and analyzed thematically.ResultsBoth the FATCOD-B (Cronbach’s α = 0.891) and T-DAS (Cronbach’s α = 0.943) had a high internal consistency. Compared to the control group, the experimental group showed significantly higher FATCOD-B scores (89.21 ± 4.96 vs. 87.82 ± 5.29, p < 0.01), T-DAS scores (32.66 ± 9.23 vs. 30.04 ± 9.05, p < 0.01), and total academic scores (90.36 ± 14.45 vs. 81.97 ± 19.77, p < 0.001). The thematic analysis revealed three key benefits of the BOPPPS instruction method: enhanced pre-class engagement, reduced apprehension in terminal care, and improved critical thinking with knowledge internalization.ConclusionThe BOPPPS instructional framework effectively optimizes hospice care education by simultaneously developing nursing students’ knowledge acquisition, clinical skills, and professional attitudes, thereby better preparing them for end-of-life care challenges.https://www.frontiersin.org/articles/10.3389/feduc.2025.1548835/fullBOPPPS teaching modeleducationend-of-life carenursing studentsChina |
| spellingShingle | Qiu Zhu Xu Qiu Zhu Xu Junxi Chen Qiusui Xu Jiali Zhang Yingzi Yang Efficacy of the BOPPPS teaching model in enhancing end-of-life care education and attitudinal outcomes among Chinese nursing students Frontiers in Education BOPPPS teaching model education end-of-life care nursing students China |
| title | Efficacy of the BOPPPS teaching model in enhancing end-of-life care education and attitudinal outcomes among Chinese nursing students |
| title_full | Efficacy of the BOPPPS teaching model in enhancing end-of-life care education and attitudinal outcomes among Chinese nursing students |
| title_fullStr | Efficacy of the BOPPPS teaching model in enhancing end-of-life care education and attitudinal outcomes among Chinese nursing students |
| title_full_unstemmed | Efficacy of the BOPPPS teaching model in enhancing end-of-life care education and attitudinal outcomes among Chinese nursing students |
| title_short | Efficacy of the BOPPPS teaching model in enhancing end-of-life care education and attitudinal outcomes among Chinese nursing students |
| title_sort | efficacy of the boppps teaching model in enhancing end of life care education and attitudinal outcomes among chinese nursing students |
| topic | BOPPPS teaching model education end-of-life care nursing students China |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2025.1548835/full |
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