Archivos espanoles de urologia · 2026
Evaluating a DeepSeek-Based Case-Based Learning Approach for Teaching the Emergency Management of Urosepsis to Nursing Students.
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Xu Zu, Wang Dingping
Аннотация
OBJECTIVE: Urosepsis is a severe and critical condition in urology. This retrospective study aimed to evaluate the effectiveness of a DeepSeek-based case-based learning (DS-CBL) method in educating nursing students about emergency management for urosepsis.
METHODS: This study included nursing students from the spring semester of 2024 (March-July 2024). The students'relevant learning materials were retrospectively analysed, and they were divided into a DS-CBL group and a control group (traditional case-based learning (CBL)) in accordance with the teaching methods they received. Both groups systematically learned emergency management for urosepsis. Academic performance, Student Evaluation of Educational Quality (SEEQ) , Creative SelfEfficacy (CSE) scale, Utrecht Work Engagement Scale-Student (UWES-S) and learning satisfaction were evaluated before and after the learning period.
RESULTS: A total of 112 nursing students from the vocational college were included in this study: 57 in the DS-CBL group and 55 in the control group. No statistically significant difference was found in the general information between the two groups (p > 0.05). The DS-CBL and traditional CBL teaching methods improved students'test scores for emergency management of urosepsis, but the DS-CBL group's scores were higher (p < 0.05). After systematic instruction, the SEEQ, CSE and UWES-S scores increased in both groups, with the DS-CBL group showing significantly higher scores (p < 0.05). Neither group reported severe dissatisfaction with the course, but the DS-CBL group had higher satisfaction (p < 0.05).
CONCLUSIONS: Compared with traditional teaching methods, the DS-CBL teaching method may be beneficial for improving students' mastery of knowledge related to emergency management of urosepsis, indicating potential for promotion.
METHODS: This study included nursing students from the spring semester of 2024 (March-July 2024). The students'relevant learning materials were retrospectively analysed, and they were divided into a DS-CBL group and a control group (traditional case-based learning (CBL)) in accordance with the teaching methods they received. Both groups systematically learned emergency management for urosepsis. Academic performance, Student Evaluation of Educational Quality (SEEQ) , Creative SelfEfficacy (CSE) scale, Utrecht Work Engagement Scale-Student (UWES-S) and learning satisfaction were evaluated before and after the learning period.
RESULTS: A total of 112 nursing students from the vocational college were included in this study: 57 in the DS-CBL group and 55 in the control group. No statistically significant difference was found in the general information between the two groups (p > 0.05). The DS-CBL and traditional CBL teaching methods improved students'test scores for emergency management of urosepsis, but the DS-CBL group's scores were higher (p < 0.05). After systematic instruction, the SEEQ, CSE and UWES-S scores increased in both groups, with the DS-CBL group showing significantly higher scores (p < 0.05). Neither group reported severe dissatisfaction with the course, but the DS-CBL group had higher satisfaction (p < 0.05).
CONCLUSIONS: Compared with traditional teaching methods, the DS-CBL teaching method may be beneficial for improving students' mastery of knowledge related to emergency management of urosepsis, indicating potential for promotion.