Effects of an AI-enhanced BOPPPS teaching model in nursing courses: a meta-analysis of randomized controlled trials

To evaluate the effectiveness of an artificial intelligence (AI)-enhanced BOPPPS teaching model in nursing courses, with a focus on academic performance, self-directed learning ability, and teaching satisfaction.

Systematic review and meta-analysis of randomized controlled trials (RCTs) conducted in accordance with PRISMA and registered in INPLASY (INPLASY202590123).

Chinese- and English-language databases were searched for eligible RCTs comparing AI-enhanced BOPPPS with traditional teaching (or BOPPPS alone). Data extraction and risk-of-bias assessment followed Cochrane guidance. Pooled analyses were performed using standardized mean difference (SMD) for continuous outcomes and risk ratio (RR) for dichotomous outcomes, with heterogeneity assessed using I².

Four RCTs involving 459 nursing students were included. Academic performance showed a significant improvement in the AI-enhanced BOPPPS group (SMD = 1.06, 95% CI 0.63-1.48; p < 0.05), with substantial heterogeneity. With substantial heterogeneity. Self-directed learning ability (3 studies; "excellent" category) was significantly improved in the AI-enhanced BOPPPS group (RR = 3.28, 95% CI 2.14-5.02; p < 0.001) with no heterogeneity. Teaching satisfaction was also significantly higher with AI-enhanced BOPPPS (RR = 1.80, 95% CI 1.27-2.55; p < 0.001), with low-to-moderate heterogeneity.

AI-enhanced BOPPPS teaching demonstrates consistent benefits in improving nursing students' academic performance, self-directed learning ability and teaching satisfaction, these findings support the potential value of integrating AI into structured instructional design to enhance learning processes and student experience in nursing education.

https://inplasy.com/inplasy-2026-2-0026/, Identifier: INPLASY202620026.