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Abstract Background Hypertension continues to increase in prevalence, and it has become a major cause of increased mortality globally. Physical activity (PA) has been shown to be a first-line treatment for controlling blood pressure. However, participation rates in PA are still poor. Therefore, it’s imperative to explore the factors that affect patient PA adherence. Methods A synthesis of qualitative research of the PA experience of patients with hypertension was conducted. We systematically searched for qualitative studies published in English from inception to May 2023 in the databases of PubMed, Embase, Web of Science, CINAHL, PsycINFO, and Cochrane Library. The Joanna Briggs Institute tool was used to extract data, and the Capability, Opportunity, Motivation-Behaviour model was used to synthesize data. Results This qualitative research included 17 studies, identified 85 findings, summarized 9 categories, and finally meta-aggregated 3 synthesized findings, including capabilities of patients with hypertension, PA opportunities and PA motivators. The capabilities included age, other health problems, and PA knowledge and skills. Opportunities included time constraints, environmental factors, physical activity resources, and social support. Motivators included self-efficacy, pursuing physical health, and experience from PA. Conclusion The available evidence contributes to a comprehensive understanding of the barriers and facilitators of PA in patients with hypertension. Most of these barriers can be addressed and improved. When designing and implementing physical activity programs for patients with hypertension, an individualized PA program should first be designed, tailored to the patient’s capacity. Secondly, patients should be provided with additional PA resources and enhanced social support. Lastly, patients’ motivation can be increased by enhancing their PA experience.

Abstract Background Self-directed learning (SDL) ability is the basis for cultivating nursing students’ ability to find and solve problems, lifelong learning, and providing high-quality nursing talents for healthcare. The O-AMAS (Objective, Activation, Multi-learning, Assessment, Summary) model adheres to the teaching philosophy of student-centered, result-oriented, combines the advantages of online and offline teaching, enriching teaching resources and learning channels, diversifying teaching and evaluation methods, and emphasizing integrating and applying knowledge conducive to improving students’ SDL ability and achieving teaching objectives. This study explored the course design, practical, and application effects under the O-AMAS effective teaching model in internal medicine nursing to provide a basis and reference for combining effective teaching models with blended teaching in future nursing courses. Methods This study is a self-controlled before-after trial. The participants were 76 nursing undergraduates from Hunan Normal University. This study utilizes the O-AMAS effective teaching model to design internal medicine nursing courses and implement blended online and offline teaching. Main links: The overall course design and application are student-centered, after clarifying macro and micro multi-dimensional learning objectives, with online and offline blended teaching environments activated students’ learning behavior and diversified teachers’ teaching activities, then based on instant and dynamic provide effective feedback; finally, students take the initiate to make a brief and potent summary under the teacher guidance. After the course, a unified assessment of the learning effect of nursing students was conducted, including the evaluation of the SDL ability of nursing students, a final comprehensive evaluation grade, and a teaching satisfaction survey. Results The nursing students’ SDL ability scores are higher than before teaching, and the results were statistically significant (P