423 elderly persons in 2 communes of Chi Minh and Le Loi, Chi Linh district, Hai Duong province were submitted a health examination, which pointed out that: the female subjects suffered from more diseases than the male do; common health problems of the all were cough, headache, dizziness, backpain, joint pain and nerve pain. In both two communes, the incidence of those condition in female was higher than that of male, but in male subjects, hypertension and gastritis were higher generally, there was no significant difference in the pattern of the 2 communes.
Aged ; Epidemiology ; Health

A survey on illness patterns and health seeking behaviour of 670 older persons had been conducted in Ba Vi district, Ha Tay province, results showed that: elderly women reported more acute illness than elderly men did; there were significant differences in term of acute and chronic illness patterns between elderly men and women; both men and women most commonly sought health care from private practitioners, then by self-treatment and from commune health centres, however, women used hospitals less often than men; for the elderly, the most common reason for choosing a health care provider was the nearness; women more significantly than men depended on others to decide the choice of the type of health care service they should use
Health Services ; aged ; Rural Population

The ability of the total extract from Physalis angulata; three fractions after partitioning with n-hexane, ethyl acetate (TBE), and water; and four withanolides (compounds 1 – 4) to phosphorylate 5'-adenosine monophosphate-activated protein kinase (AMPK) and acetyl-CoA carboxylase (ACC) in HepG2 cells was evaluated. The TBE fraction (50 μg/mL) activated p-ACC and p-AMPK expression most strongly. Compounds 1 – 4 (10 μM) upregulated p-ACC expression at different levels. Compound 4 induced the most significant changes in p-AMPK expression, followed by 1 and 2. Sterol regulatory element-binding proteins (SREBPs) play a functional role in the transcriptional regulation of the lipogenic pathway, including fatty acid synthase (FAS) and ACC. The effects of compounds 2 and 4 (10 μM) on FAS and SREBP-1c expression under high glucose conditions (30 mM) in HepG2 cells were evaluated further. Both dose-dependently inhibited FAS and SREBP-1c expression as well as lipid accumulation (1 – 10 μM) were compared to high-concentration glucose control, which upregulated FAS and SREBP-1c. These results suggest that compounds 2 and 4 upregulate AMPK, suppress FAS and SREBP-1c, and have potential effects on glucose and lipid metabolism.

Purpose: Simulation teaching refers to the replication of real-life scenarios, enabling students to practice nursing skills and learn actively in a safe environment. It also helps students control their anxiety and fears when caring for real patients. This study investigated the relationships of Vietnamese nursing students’ self-confidence in clinical practice with their satisfaction and self-confidence in simulation-based practice. Methods: This cross-sectional descriptive study included 182 nursing students. The data collection included 2 separate stages with 2 main questionnaires. The Student Satisfaction and Self‐Confidence in Learning Scale was used to measure students’ satisfaction and self‐confidence after learning in the simulation room. The Confidence Scale was used to measure students’ self-confidence when first performing techniques on actual patients. Data were analyzed by descriptive and Pearson correlation statistics. Results: Students’ satisfaction and self-confidence during the simulation course were quite high (mean±standard deviation [SD], 4.06±0.48 and 4.11±0.46 out of 5.0, respectively). In contrast, their confidence when first practicing on a patient was moderate (mean±SD, 3.19±0.62 out of 5.0). Students’ satisfaction showed moderate and weak positive correlations with self-confidence in pre-clinical practice and in clinical practice (r=0.33, P<0.001 and r=0.26, P<0.001, respectively). Conclusion Simulation has become an effective teaching strategy that can help nursing students be well-prepared for clinical placements in Vietnam. An effective nursing education strategy is needed to enhance the satisfaction and self-confidence of nursing students in simulation and then in clinical practice to help achieve professional engagement and development.

Purpose: Simulation teaching refers to the replication of real-life scenarios, enabling students to practice nursing skills and learn actively in a safe environment. It also helps students control their anxiety and fears when caring for real patients. This study investigated the relationships of Vietnamese nursing students’ self-confidence in clinical practice with their satisfaction and self-confidence in simulation-based practice. Methods: This cross-sectional descriptive study included 182 nursing students. The data collection included 2 separate stages with 2 main questionnaires. The Student Satisfaction and Self‐Confidence in Learning Scale was used to measure students’ satisfaction and self‐confidence after learning in the simulation room. The Confidence Scale was used to measure students’ self-confidence when first performing techniques on actual patients. Data were analyzed by descriptive and Pearson correlation statistics. Results: Students’ satisfaction and self-confidence during the simulation course were quite high (mean±standard deviation [SD], 4.06±0.48 and 4.11±0.46 out of 5.0, respectively). In contrast, their confidence when first practicing on a patient was moderate (mean±SD, 3.19±0.62 out of 5.0). Students’ satisfaction showed moderate and weak positive correlations with self-confidence in pre-clinical practice and in clinical practice (r=0.33, P<0.001 and r=0.26, P<0.001, respectively). Conclusion Simulation has become an effective teaching strategy that can help nursing students be well-prepared for clinical placements in Vietnam. An effective nursing education strategy is needed to enhance the satisfaction and self-confidence of nursing students in simulation and then in clinical practice to help achieve professional engagement and development.

Understanding the morphology of teeth is crucial in restorative dentistry in terms of restoring teeth’ anatomy, aesthetics, and function. Objectives: (1) this study describes an innovative method of teaching and learning tooth anatomy that applied shading techniques to 3D drawing the molar occlusal surfaces; (2) the study aims to survey learners’ opinions about the method’s effectiveness. Materials and methods: This study was conducted on 118 third-year dental students at the University of Medicine and Pharmacy, Hue University, from March to May 2022. The 3D occlusal surface drawing was developed and applied in teaching, and feedback was received from students. All statistical analysis was analyzed using SPSS version 26.0. Results: Instructions for 3D drawing were detailed and explained step-by-step, from forming to shading the occlusal surfaces. Subsequently, 57.3% - 90.9% of students self-assessed their proficiency in comprehending the characteristics of the occlusal anatomy. 73.3% - 95.8% of students agreed on the utility. 73.1% of students agreed to be willing to apply the 3D drawing method in learning other subjects. Conclusion: Instructions for 3D drawing were built step-by-step, from forming to shading the occlusal surfaces. After completing the course, a high percentage of students agreed on the advantages of this method. Further studies are needed to evaluate the effectiveness of the 3D drawing method in clinical practice