Objective To construct knowledge graphs for perioperative nursing and evaluate the effectiveness of its application combined with the BOPPPS model in undergraduate nursing education. Methods A convenience sample of four undergraduate nursing classes enrolled in 2022 was randomly assigned by class number to either a control group (n=79) or an intervention group (n=79). The control group received traditional teaching, while the intervention group used knowledge graphs in teaching which was guided by the BOPPPS model. These knowledge graphs were constructed via the Fanya online teaching platform, including a routine knowledge graph, a question graph, and a curriculum-based ideological and political education graph. Academic performance and self-directed learning ability were compared between the two groups. Additionally, qualitative interviews were conducted to analyze students′ experiences with the knowledge graph. Results A total of 78 students in the control group and 79 in the intervention group completed the study. Post-intervention, the intervention group demonstrated significantly higher scores than the control group on the theoretical examination, total examination, and self-directed learning ability (all P<0.05). However, no significant difference was found in practical skills scores (P>0.05). Five themes were identified through the interview data, indicating that the knowledge graph enhanced students′sense of accomplishment and engagement, and improved know-ledge comprehension and retention. Conclusion Integrating knowledge graphs with the BOPPPS model in perioperative nursing teaching effectively improves undergraduate nursing students′ academic performance and self-directed learning ability, and also enhances their knowledge integration and professional identity.