Table 1 The chapter on Colorectal Cancer is used as an example to show the specific teaching process of BOPPPS combined with TBL

Bridge-in

Introduce the subject of course by using cases, and current events and the latest data were used to stimulate students’ interest.

Mr. Li, 62 years old, was admitted to the hospital because of a change in defecation habit for 2 months and blood in the stool for 1 month. Diagnosis: low rectal cancer. After admission, low anterior rectum resection was performed under general anesthesia. On the 3rd day after operation, the patient was fed with liquid diet after fart and had sudden abdominal pain on the 5th day after the operation. Physical examination: T 37.8℃, P 98/min, R 20/min, BP 130/80mmHg, palpation of abdomen showed obvious signs of peritonitis, increased drainage volume, and turbid fluid in the drainage tube.

Objectives

Show three-dimensional teaching objectives to help students define their learning tasks.

①Before class: guide students to study independently according to the learning objectives, and encourage them to have group mutual discussion.

②In class: emphasize learning objectives again to arouse students’ attention.

①Knowledge objective: master the clinical manifestations and management principles of colorectal cancer.

②Ability goal: the use of nursing procedures for colorectal cancer patients to implement holistic nursing.

③Quality objective: form the attitude and behavior of caring about the psychology of patients with colorectal cancer and respecting the privacy of patients with enterostomy.

Pretest

Check the effects of students’ preview.

①Before class: students are encouraged to complete the individual readiness assessment test after preview.

②In class: explain the key and difficult points in a targeted way to students.

①Basic medical knowledge: classification and staging of colorectal cancer, clinical manifestations and surgical methods.

②Basic knowledge of nursing: master the the information should be collected when assessing the patient’s physical condition.

③Nursing skills: master the ability to guide patients to make preoperative bowel preparation, provide postoperative care after enterostomy and catheter indwelling

Participatory learning

The team readiness assessment test is completed by case analysis, and standardized patients, scenario simulation, evidence-based nursing teaching and other methods are used to promote the interaction between teachers and students and improve students, so as to improve students’ participation in the course.

Firstly, taking nursing procedure as the framework, the nursing care of colorectal cancer patients was divided into five tasks: correctly evaluating the condition, putting forward the main nursing diagnosis, making personalized nursing plan, implementing nursing and evaluating nursing effect.

Post-test

Have a comprehensive understanding of students’ knowledge mastery and teachers’ teaching effect.

The time-limited test questionnaire was distributed through WeChat group, and the question type and content were referenced nurse practice examination. After answering the questions, students were encouraged to analyze them first, and then teachers made comments.

Summary

Help students sort out important and difficult points to further consolidate the learning content.

①Teacher summarized evaluated conditions, nursing diagnosis and nursing measures of colorectal cancer patients.

②Students were encouraged to use mind mapping to sort out the knowledge and skills they had learned to form a standardized nursing procedure for patients with colorectal cancer.