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目的:探讨基于外科护理综合案例的BOPPPS教学[导言（bridge-in）、目标（objective）、前测（pre-assessment）、参与式学习（participatory learning）、后测（post-assessment）、小结（summary）]在高职护理专业学生中的应用效果。方法:以江苏省某高职院校2017级三年制高职护理在校生为研究对象。抽取2个班，按班级为单位，将学生分为观察组（54人）、对照组（53人）。观察组学生采用基于外科护理综合案例的BOPPPS教学，对照组采用传统案例教学法授课。课程结束后，比较两组学生的综合考核成绩、学习感受、教师教学技能评价的差异性。应用SPSS 20.0软件进行n t检验。n 结果:观察组综合考核成绩高于对照组[（65.20±10.08）分vs.（60.97±10.41）分]，其差异有统计学意义（n t=2.14，n P=0.035）；观察组的学习感受总得分高于对照组[（77.50±4.93）分vs.（72.21±7.15）分]，其差异有统计学意义（n t=4.45，n P<0.001）；观察组对教师的导入、演示、提问、变化、组织、强化、结束技能评分均高于对照组，差异均有统计学意义（n P<0.05）。n 结论:基于外科护理综合案例的BOPPPS教学能优化教学设计，提升教学效果，促进教学相长。“,”Objective:To explore the application effect of BOPPPS teaching(bridge-in, objective, pre-assessment, participatory learning, post-assessment, summary) model based on comprehensive surgical nursing cases in higher vocational nursing students.Methods:The nursing students of three-year higher vocational nursing in a vocational college in Jiangsu province were involved in the study. Two classes were randomly selected and divided into observation group (54 students) and control group (53 students). Students in the observation group were taught with BOPPPS teaching model that required comprehensive case resources of surgical nursing, while students in the control group were taught with traditional case-based learning. At the end of the course, the differences of students\' comprehensive assessment scores, learning feelings and teachers\' teaching skills evaluation were compared between the two groups. SPSS 20.0 was used forn t test.n Results:The comprehensive curriculum assessment results of nursing students in the observation group were higher than those of the control group [(65.20±10.08) scores vs. (60.97±10.41) scores], with statistical significance in the differences (n t=2.141, n P=0.035). The total learning feeling scores of the observation group was higher than those of the control group [(77.50±4.93) scores vs. (72.21±7.15)], with statistical significance in the differences (n t=4.45, n P<0.001). The scores of teachers\' introduction, demonstration, questioning, change, organization, strengthening and ending skills in the observation group were higher than those in the control group, with significant differences (n P<0.05).n Conclusion:BOPPPS teaching model based on comprehensive surgical nursing cases can optimize teaching design, improve teaching effect, and promote learning and teaching interactively.