2026-10-11T17:56:47Z
https://api.figshare.com/v2/oai
oai:figshare.com:article/33967362
2026-09-22T17:31:28Z
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item_type_3
month_year_09_2026
<p>Teamwork skill scores.</p>
Sixin Jiang (25091244)
Liangying Yi (9602494)
Wei Pan (701)
Hongxia Zhang (164388)
Xiaoxiao Liu (671993)
Caixia Yuan (2307508)
Yaoguang Mou (25091247)
Neuroscience
Biotechnology
Developmental Biology
Marine Biology
Science Policy
Infectious Diseases
Virology
random number table
directed learning competence
forty cssd nurses
control group (<
xlink "> problem
control group
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based learning
observation group
two groups
theoretical knowledge
six months
randomly assigned
professional knowledge
october 2024
<div>
<p>Background</p><p>Central Sterile Supply Department (CSSD) staff members’ mastery of professional knowledge and skills is associated with the quality of their work.</p>
<p>Objectives</p><p>This study aimed to investigate the effect of problem-based learning in the training of CSSD nurses.</p>
<p>Methods</p><p>This study was conducted from April to October 2024. Forty CSSD nurses at our hospital were randomly assigned to the observation group (n = 20) or the control group (n = 20) using a random number table. The observation group received problem-based learning, while the control group received traditional training methods. After six months of training, the two groups were compared in terms of theoretical knowledge, practical skills, self-directed learning competence, teamwork skills and satisfaction with training.</p>
<p>Results</p><p>Scores for theoretical knowledge, practical skills, self-directed learning competence, teamwork skills and satisfaction with training were higher in the observation group than in the control group (<i>P</i> < 0.05).</p>
<p>Conclusion</p><p>Problem-based learning could improve CSSD nurses’ professional knowledge, practical skills and satisfaction with training.</p></div>
2026-09-22T17:31:22Z
Dataset
Dataset
10.1371/journal.pone.0358870.t003
https://figshare.com/articles/dataset/_p_Teamwork_skill_scores_p_/33967362
CC BY 4.0