{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,5]],"date-time":"2026-10-05T20:56:10Z","timestamp":1791233770740,"version":"4.1.0"},"reference-count":31,"publisher":"JMIR Publications Inc.","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["JMIR Med Educ"],"abstract":"Abstract<\/jats:title>\n \n Background<\/jats:title>\n The undergraduate stage is critical for developing nursing students\u2019 disaster nursing competencies; however, traditional lecture-based teaching often fails to promote active learning, and innovative instructional models remain underused in this field. The BOPPPS (Bridge-in, Objective, Preassessment, Participatory Learning, Postassessment, and Summary) model is a student-centered, closed-loop instructional framework that emphasizes active participatory learning and real-time feedback.<\/jats:p>\n <\/jats:sec>\n \n Objective<\/jats:title>\n This study aimed to evaluate the effects of a BOPPPS-based blended teaching model on disaster nursing competencies and academic outcomes among undergraduate nursing students.<\/jats:p>\n <\/jats:sec>\n \n Methods<\/jats:title>\n This study used a quasi-experimental design with 77 undergraduate nursing students allocated to 3 groups: an experimental group receiving BOPPPS-based blended teaching (n=27), a control group with traditional lecture-based teaching (n=25), and a comparison group without systematic instruction (n=25). Questionnaires were used to assess students\u2019 self-perceived disaster nursing knowledge, professional operational skills, and overall comprehensive competencies. The final examination assessed students\u2019 mastery of theoretical knowledge and applied reasoning.<\/jats:p>\n <\/jats:sec>\n \n Results<\/jats:title>\n \n All 3 groups showed significant within-group improvements in disaster competence (all\n P<\/jats:italic>\n <.001, n=77). Intergroup comparisons revealed significant differences (\n H<\/jats:italic>\n =8.843,\n P<\/jats:italic>\n =.01, \u03b7\u00b2=0.093); post hoc analysis showed that the experimental group (mean rank=48.79) scored significantly higher than the comparison group (mean rank=29.76,\n P<\/jats:italic>\n adj<\/jats:sub>\n =.009), but not significantly higher than the control group (mean rank=38.32,\n P<\/jats:italic>\n adj<\/jats:sub>\n =.34). The experimental group had a significantly higher overall course score than the control group (86.93, SD 5.08 vs 81.60, SD 6.90;\n t<\/jats:italic>\n 50<\/jats:sub>\n =<\/jats:italic>\n \u22123.186,\n P<\/jats:italic>\n =.002).\n <\/jats:p>\n <\/jats:sec>\n \n Conclusions<\/jats:title>\n The implementation of a disaster nursing curriculum positively impacts students\u2019 disaster nursing competency. Since the BOPPPS-based blended teaching model promotes active student engagement and improves teaching quality, we recommend its integration into disaster nursing education.<\/jats:p>\n <\/jats:sec>","DOI":"10.2196\/77728","type":"journal-article","created":{"date-parts":[[2026,10,5]],"date-time":"2026-10-05T20:15:02Z","timestamp":1791231302000},"page":"e77728-e77728","source":"Crossref","is-referenced-by-count":0,"title":["Evaluation of the Bridge-in, Objective, Preassessment, Participatory Learning, Postassessment, and Summary\u2013Based Instructional Model in Disaster Nursing: Quasi-Experimental 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