TITLE:
Practical Research on Defect-Scenario Training Based on BOPPPS Framework in Standardized Preceptorship of Nursing Interns in Operating Room
AUTHORS:
Lina Huang, Yuchuan Huang, Xiaoxiao Wang, Jinqiao Ran
KEYWORDS:
BOPPPS Teaching, Defect-Based Scenario Simulation, Operating Room, Nursing Intern, Clinical Preceptorship, Post Competency
JOURNAL NAME:
Creative Education,
Vol.17 No.6,
June
29,
2026
ABSTRACT: Objective: To construct and verify the application effect of the teaching model integrating BOPPPS framework and defect-based scenario simulation in the preceptorship of nursing interns in the operating room, and explore its comprehensive impacts on interns’ professional knowledge, operational skills, critical thinking, post competency and teaching satisfaction. It aims to provide a scientifically feasible teaching reform scheme for the standardized and homogeneous training of operating room nursing interns. Methods: A non-randomized chronological controlled study was conducted. A total of 120 full-time nursing interns receiving clinical rotation in the Operating Room of Southwest Hospital Affiliated to Youjiang Medical University for Nationalities from January 2024 to December 2025 were enrolled and grouped chronologically. Sixty interns recruited between January and June 2024 were assigned to the control group receiving conventional preceptorship, while another sixty interns from July 2024 to December 2025 were included in the observation group adopting BOPPPS combined with defect-based scenario simulation teaching. The equal sample size of the two groups was allocated according to the annual internship admission rule of the department. Unified inclusion and exclusion criteria, homogeneous preceptorship teams and evaluation standards were adopted to control cohort bias and time-period bias. The two groups were compared in post-rotation theoretical and practical examination scores, critical thinking ability, teaching satisfaction and post competency scores. Results: The observation group obtained significantly higher theoretical score (89.68 ± 4.15 vs 83.05 ± 5.12) and practical score (92.42 ± 3.23 vs 84.59 ± 4.61) than the control group (P P P Conclusion: The combined teaching model based on BOPPPS framework and defect-based scenario simulation can effectively improve nursing interns’ theoretical mastery, practical skills, critical thinking, post competency and teaching satisfaction, resolving prominent drawbacks of fragmented, passive and thought-deficient traditional preceptorship. This model is worthy of widespread application in standardized preceptorship for operating room nursing interns at hospitals of all levels.