To explore the teaching model that combines digital Bridge-in, Objective, Pre-assessment, Participatory learning, Post-assessment, Summary (BOPPPS) with case-based learning (CBL), and evaluate its practical application effects in the clinical teaching of cardiothoracic surgery nursing.

Thirty fourth-year undergraduate nursing students rotating in the Cardiothoracic Surgery Department at Tianjin Medical University General Hospital were selected as the study subjects. They were randomly divided into an experimental group (15 students) and a control group (15 students). During the teaching process, the experimental group received instruction using an online BOPPPS combined with CBL teaching method, while the control group was taught using the traditional teaching model. After the teaching period, the teaching effectiveness of the two groups was compared and analyzed through tests and questionnaires.

The students in the experimental group outperformed those in the control group in assessments of theoretical knowledge, case analysis, and skill operations. Additionally, the experimental group reported higher satisfaction with the teaching and gave more favorable evaluations of this teaching model compared to the control group. These differences were all statistically significant (P<0.05).

The digital-based BOPPPS combined with CBL teaching model can effectively stimulate learners’ interest in learning, enhance their ability to analyze and solve clinical problems, and also help strengthen their teamwork and communication skills, providing strong support for a smooth transition to clinical work in cardiothoracic nursing. This study serves as an initial investigation with a small sample size and limited statistical power, and the generalizability of the conclusions is restricted. Future research should plan to increase the sample size and conduct multicenter studies for additional confirmation..