Objective

2

To carry out an empirical research based on bridge-in (B)-objective (O)-pre-assessment (P) -participatory learning (P)-post-assessment (P)-summary (S) (BOPPPS) in the course Fundamentals of Nursing Care in Traditional Chinese Medicine.

Methods

2

A total of 471 nursing students from the Class of 2026 of a university were selected as the research subjects. Classes 1

2

4 and 7 were assigned to the control group consisting of 233 students and 3

5

6 and 8 the experimental group consisting of 238 students by means of the lottery method. The control group were taught in the traditional way

and the experimental group with precision teaching based on BOPPPS. At the end of the course

the two groups of students were compared in terms of their course scores

learning engagement

and learning adaptability.

Results

2

The experimental group performed significantly better in course scores

learning engagement and learning adaptability than the control group (P<0.05).

Conclusion

2

By identifying learners′ characteristics and tracking learning data

precision teaching based on the BOPPPS could help teachers adjust teaching activities precisely and actively

improving learning outcome

engagement and adaptability.