Background: Operating room nurses (ORNs) require proficient electric operating bed (EOB) skills to ensure patient safety and surgical efficiency. The Bridge-in, Learning Outcomes, Pre-assessment, Participatory learning, Post-assessment, and Summary (BOPPPS) model integrated with blended learning (BL) represents an innovative educational approach, but its effectiveness in EOB training remains unexplored.

Methods: A randomized controlled trial was conducted with 400 ORNs randomly assigned to either an experimental group receiving BL-BOPPPS-based EOB training (n = 200) or a control group receiving traditional training (n = 200). Both groups participated in two 90-minute sessions. Outcome measures included EOB operation skills (primary outcome), self-efficacy, and satisfaction (secondary outcomes). Assessments were conducted at pre-intervention, immediately post-intervention, and at 3-month follow-up.

Results: The experimental group demonstrated significantly higher improvements in EOB operation skills (mean difference: 18.74 points, 95% CI: 15.92–21.56, p < 0.001) and self-efficacy (mean difference: 9.63 points, 95% CI: 8.21–11.05, p < 0.001) compared to the control group. The experimental group also reported significantly higher satisfaction scores (mean difference: 5.87 points, 95% CI: 5.12–6.62, p < 0.001). Multiple regression analysis identified participation in the BL-BOPPPS model, years of OR experience, and baseline self-efficacy as significant predictors of EOB operation skills improvement. These improvements were maintained at the 3-month follow-up in the experimental group.

Conclusion: The BL-BOPPPS model represents an effective approach for EOB training among ORNs, producing superior improvements in operation skills, self-efficacy, and satisfaction compared to traditional training methods. These findings suggest that integrating this pedagogical model into clinical nursing education could enhance the effectiveness of technical skills training.