Clinical practicum teaching in infectious disease nursing faces practical challenges including monotonous teaching methods, low student engagement, and insufficient cultivation of clinical thinking. The BOPPPS model, renowned for effective teaching, emphasizes goal-oriented and student-centered participatory learning, which aligns highly with the essence of clinical practicum teaching—learning by doing. Based on an analysis of the core connotations of the BOPPPS model and the characteristics of infectious disease nursing clinical practicum, this study constructs a systematic teaching model comprising three phases: pre-class preparation, in-class implementation (Bridge-in - Objective - Pre-assessment - Participatory Learning - Post-assessment - Summary), and post-class consolidation. Implementation strategies are proposed from the perspectives of preceptor capacity building, teaching resource development, and teaching evaluation system construction. This is a conceptual paper that proposes a teaching model; it does not include an empirical evaluation of its effectiveness. This model provides an actionable pathway for standardizing infectious disease nursing clinical practicum teaching and enhancing the comprehensive competence of nursing students.
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