The study examined the effectiveness of the BOPPPS (Bridge-in, Objective, Pre-Assessment, Participatory Learning, Post-Assessment and Summary) model in the education of operating room nurses compared to traditional teaching. 120 nurses were included in the study, divided into two groups of 60 each - an intervention group with the BOPPPS model and a control group with traditional teaching. The BOPPPS model included structured modules with surgical videos, skill assessments, simulation scenarios, and feedback. The results showed that the group with the BOPPPS model achieved a significantly higher score in the operational ability test (85.3 ± 7.2 versus 74.6 ± 8.9 points) and had a lower error rate (3.2% versus 8.6%). Surgeons also rated satisfaction with nurses' performance higher in the intervention group (4.2 ± 0.6 versus 3.4 ± 0.8 points). The authors conclude that the implementation of the BOPPPS model significantly increases clinical competence and reduces errors in the education of operating room nurses, although further multisite studies are needed to confirm generalizability.