A BOPPPS‐PBL Nursing Innovation Course for Newly Recruited Nurses: A Single‐Group Quantitative Pilot Evaluation of Creativity, Self‐Efficacy and 1‐Year Project Outputs

Abstract

ABSTRACT Background Creativity and problem‐solving are essential to contemporary nursing, but newly recruited nurses have limited opportunities to develop these competencies through traditional lecture‐based education. This pilot study developed and evaluated a nursing innovation course that used the Bridge‐in, Objectives, Preassessment, Participatory Learning, Postassessment and Summary (BOPPPS) model, with Problem‐Based Learning (PBL) embedded in the participatory phase. Methods An uncontrolled single‐group pretest–posttest pilot design was used. Sixty newly recruited nurses in one tertiary hospital attended the course as a required component of standardised training, while participation in the research evaluation was voluntary. The course combined short lectures, clinical cases, small‐group PBL and innovation project design. Creativity and general self‐efficacy were assessed before and after the course; self‐efficacy was measured using a locally modified five‐response‐category GSES. Course evaluations and documented project outputs were also collected. Results Complete data from all 60 participants were analysed. Creativity increased from 20.50 ± 4.15 to 23.63 ± 3.32 (mean difference 3.13, 95% CI 1.69–4.58; p < 0.001; Cohen's dz = 0.56), and self‐efficacy increased from 38.78 ± 8.64 to 42.48 ± 6.10 (mean difference 3.70, 95% CI 0.84–6.56; p = 0.012; Cohen's dz = 0.33). Conclusions Participation was associated with higher post‐course creativity and self‐efficacy, and the course appeared feasible and acceptable. The uncontrolled design and mentor‐supported setting preclude attributing score changes or outputs to the course alone; controlled multicentre studies are needed. Implications for Nursing Practice The BOPPPS‐PBL structure may inform innovation‐focused content in nurse orientation, nurse continuing education and newly recruited nurse training when educators also provide facilitator preparation, protected learning time and context‐appropriate mentoring.