【摘要】 目的探讨BOPPPS[导入（bridge）、目标（objective）、预评价（pre-assessment）、参与式学习（participation）、后评价（post-assessment）、总结（summary）]联合互联网+在骨科手术临床护理教学的应用。方法 选取汕头大学医学院2019年7月—2023年5月四年制护理学专业70名学生为研究对象。将2019-2021年度34名学生为对照组，2021-2023年度的36名学生为干预组。2组学生均由同一名骨科手术组医生进行手术演示，由同一名高年资主管护师进行临床带教。干预组采用BOPPPS联合互联网+教学，对照组采用传统教学模式，教学结束后分别对2组学生理论知识和临床技能进行评估，并采用问卷调查的方法，收集授课教师和2组学生对教学的反馈。结果 干预组理论知识成绩、临床技能整体评分均高于对照组，差异有统计学意义（P <0.05）。干预组教学满意度评分高于对照组，差异有统计学意义（P <0.05）。干预组教学效果评价均优于对照组，差异有统计学意义（P <0.05）。干预组学生对BOPPPS联合互联网+教学方法满意度100%。干预组临床思维能力评分均优于对照组，差异有统计学意义（P <0.05）。结论BOPPPS联合互联网+有助于提高学生理论和技能成绩、提高学生临床思维能力和增强教师教学技能，达到教学相长。更多还原

【Abstract】 Objective To explore the application of BOPPPS [bridge, objective, pre-assessment, participation, postassessment, summary] combined with internet Plus in clinical nursing teaching of orthopaedic surgery. Methods A total of 70 four-year nursing students from Shantou University Medical College from July 2019 to May 2023 were selected as the research objects. A total of 34 students from 2019to 2021 were selected as the control group and 36 students from 2021 to 2023 as the intervention group. The students in two groups were given surgical demonstration by the same orthopaedic surgery team doctors, and clinical teaching by the same senior supervisor nurse. The intervention group was taught with BOPPPS combined with internet Plus, while the control group was taught with traditional teaching mode.After the teaching, the theoretical knowledge and clinical skills of the students in the two groups were evaluated respectively, and the teaching feedback of the teachers and students in the two groups was collected by questionnaire survey. Results The scores of theoretical knowledge and clinical skills in the intervention group were higher than those in the control group, and the difference was statistically significant(P<0.05). The teaching satisfaction score of the intervention group was higher than that of the control group,and the difference was statistically significant(P<0.05). The teaching effect evaluation of the intervention group was better than that of the control group, and the difference was statistically significant(P<0.05). The students in the intervention group were 100% satisfied with BOPPPS combined with internet Plus. The clinical thinking ability scores of the intervention group were better than those of the control group, and the difference was statistically significant(P<0.05). Conclusion BOPPPS combined with internet Plus is helpful to improve students’ theoretical and technical achievements, improve students’ clinical thinking ability and enhance teachers’ teaching skills, so as to achieve teaching and learning.更多还原