Abstract
BACKGROUND: While enhancing perioperative nursing competency is crucial for improving surgical quality and patient safety, conventional apprenticeship-based training models often fall short in addressing the systematic clinical training needs of junior circulating nurses. This study aims to bridge this gap by innovatively integrating scenario-based simulation with the structured BOPPPS teaching model to enhance training efficacy and clinical performance. OBJECTIVE: The aim of this study was to evaluate the effectiveness of integrating the BOPPPS (bridge-in, objective, pre-assessment, participatory learning, post-assessment, summary) teaching model with scenario-based simulation in the training of junior nurses in operating room circulation roles. METHODS: This study employed a quasi-experimental design utilizing a pre-post self-controlled approach.From September to October 2023, 20 junior circulating nurses from a single hospital were randomly assigned to five groups. A structured teaching framework based on the BOPPPS model was implemented, with scenario-based simulation incorporated into the participatory learning component to support training in circulation responsibilities. Each group was randomly assigned one clinical case for simulation. Pre- and post-training assessments were conducted to evaluate the quality of circulation work, work execution rate, incidence of adverse events, and training satisfaction. RESULTS: Following the training, the quality of circulating work significantly increased from 71.6 ± 6.37 points to 85.05 ± 3.63 points (t = 30.19, p < .05), and the work completion rate improved from 69.95% to 82.55% (t = 30.20, p < .05). Additionally, the incidence of adverse events decreased markedly, and the overall satisfaction of nurses with the training program reached 96.11%. CONCLUSION: This study integrated the BOPPPS teaching model with scenario simulation training, resulting in a significant improvement of 13.45 points (p < .05) in the quality of circulating work among junior operating room nurses, along with a 12.6% increase in task completion rate. It is recommended to further optimize the training process by refining the interpretation of learning objectives, dynamically adjusting the difficulty of simulation cases, incorporating self-assessment of job competency, and tracking medium- to long-term outcomes. Additionally, the ADDIE model could be applied to support continuous improvement of the training system. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-026-08712-y.