基于雨课堂的BOPPPS翻转课堂在护理实习生床边教学中的应用效果研究

Study on the Application Effect of BOPPPS Flipped Classroom Based on Rain Classroom in Bedside Teaching for Nursing Interns

摘要: 目的：探讨基于雨课堂的BOPPPS翻转课堂模式在护理实习生床边教学中的应用效果，评价其对临床思维能力和岗位胜任力的影响。方法：采用随机对照研究设计，选取2025年7月至2026年7月于某三级甲等综合医院实习的护理实习生120名，按随机数字表法分为观察组和对照组，各60名。对照组实施传统床边教学，观察组实施基于雨课堂的BOPPPS翻转课堂教学，包括引入、目标、前测、参与式学习、后测评价和总结反思。比较两组出科理论与技能操作成绩、临床思维能力、岗位胜任力及教学满意度。结果：两组性别、年龄、学历层次及入科前理论、操作成绩比较，差异均无统计学意义(P > 0.05)。干预后，在本研究情境下，观察组理论考试、技能操作、临床思维总分及岗位胜任力总分分别为(91.35 ± 3.82)分、(92.68 ± 3.15)分、(78.45 ± 5.12)分和(91.61 ± 5.20)分，均显著高于对照组的(84.20 ± 4.56)分、(85.42 ± 4.12)分、(65.25 ± 5.80)分和(78.12 ± 6.35)分，差异均有统计学意义(均P < 0.001)。观察组教学总满意率为96.67%，高于对照组的81.67% (χ² = 6.988, P = 0.0082)。结论：在本研究教学情境下，观察组护理实习生的出科考核成绩、临床思维能力、岗位胜任力评分及教学满意度均显著高于对照组。该模式可作为床边教学优化的候选实践路径，但由于本研究存在组合干预及单中心等局限，其效果仍需经多中心、大样本和长期随访研究进一步验证。

Abstract: Objective: To explore the application effect of the Rain Classroom-based BOPPPS flipped classroom model in bedside teaching for nursing interns, and to evaluate its impact on clinical reasoning ability and core competency. Methods: A randomized controlled trial design was adopted. A total of 120 nursing interns interning at a tertiary A-level general hospital from July 2025 to July 2026 were enrolled and divided into an observation group and a control group using a random number table, with 60 cases in each group. The control group received traditional bedside teaching, while the observation group received Rain Classroom-based BOPPPS flipped classroom teaching, including bridge-in, objective, pre-assessment, participatory learning, post-assessment, and summary. Post-rotational theoretical and skill operational scores, clinical reasoning ability, core competency, and teaching satisfaction were compared between the two groups. Results: There were no statistically significant differences between the two groups in gender, age, educational background, or baseline assessment scores (P > 0.05). After intervention, under the empirical context of this study, the theoretical exam score (91.35 ± 3.82), skill operation score (92.68 ± 3.15), total clinical reasoning score (78.45 ± 5.12), and total core competency score (91.61 ± 5.20) in the observation group were significantly higher than those in the control group (84.20 ± 4.56, 85.42 ± 4.12, 65.25 ± 5.80, and 78.12 ± 6.35, respectively; all P < 0.001). The total teaching satisfaction rate in the observation group was 96.67%, which was significantly higher than 81.67% in the control group (χ² = 6.988, P = 0.0082). Conclusion: Under the specific research setting, nursing interns in the observation group achieved significantly higher scores in theoretical and operational assessments, clinical reasoning, core competency, and teaching satisfaction compared with the control group. This model serves as a candidate practical pathway for optimizing bedside teaching; however, its effectiveness requires further validation through multicenter and large-sample studies.