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Application of a dual-track teaching model combining CBL and TBL based on the BOPPPS model in trauma care nursing
Sa Wang1, Zuojia Wu1, Jing Chen2
1Nursing Department, Emergency Medicine,The Second Affiliated Hospital Zhejiang University School of Medicine, Zhejiang, China.
Aim:
To compare the application effects of a dual-track teaching model combining Case-based Learning (CBL) and Team-based Learning (TBL) based on the BOPPPS model in trauma care nursing training, aiming to provide references for the continuous optimization of domestic trauma care nursing training courses.
Background:
Planned and targeted standardized training for trauma-related nursing staff is necessary. Trauma care training started earlier abroad than in China, highlighting a critical need to enhance the quality of trauma training.
Methods:
A quasi-experimental research design was used. The control group consisted of 1267 trainees who participated in 12 sessions of CTCT®-N 1.0 training from April 2021 to May 2023, using a teaching method that combined BOPPPS-based classroom lectures with workshop demonstrations. The experimental group consisted of 1212 trainees who participated in 12 sessions of CTCT®-N 2.0 training from June to October 2023, using a dual-track teaching model based on BOPPPS, which integrated case-based classroom lectures with group team-based training.
Results:
Post-training assessment scores for the experimental group (86.42 ± 12.27) were higher than those for the control group (74.65 ± 19.56) (t = -4.213, p < 0.001). The experimental group scored an average of 83.36 ± 9.37 in the comprehensive assessment of trauma treatment, with satisfaction ratings above 4 points.
Conclusion:
The dual-track teaching model combining CBL and TBL based on the BOPPPS framework can enhance the educational effectiveness and satisfaction of trauma care nursing training.
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