Introduction: This study aimed to assess psychological distress among nursing students enrolled in bachelor’s and associate degree programs using the DASS-21 (Depression Anxiety Stress Scales-21). Objective: To evaluate levels of depression, anxiety, and stress and analyze their differences by age, gender, and year of study. Methods:: A cross-sectional design was employed. Data were collected from students and analyzed by age, gender, and year of study. Depression, anxiety, and stress levels were measured using DASS-21 standard scoring and categorized accordingly.
The findings showed that psychological distress levels were generally consistent with international trends. Bachelor’s students demonstrated higher levels of depression and stress, particularly in the second and final years. Anxiety levels were moderate among first- to third-year bachelor’s students. In contrast, associate degree students mostly exhibited normal to mild levels across all three domains. Female students reported relatively higher levels of depression and anxiety. Academic workload, clinical practice demands, financial difficulties, and environmental stressors such as traffic congestion and air pollution were identified as contributing factors. Conclusion Psychological distress among nursing students varies by academic level and is influenced by multiple factors. The results highlight the importance of implementing targeted mental health support and preventive interventions tailored to students’ academic stages.

Introduction: Psoriasis vulgaris is a chronic, immune-mediated inflammatory dermatosis characterized by erythematous, scaly plaques that substantially impair physical, psychological, and social well-being. Although modern therapies—topicals, phototherapy, systemic agents, and biologics—have improved disease control, many patients experience incomplete remission, adverse effects, or limited accessibility. Traditional Mongolian soaking therapy, particularly the “Five medicinal Springs” decoction, has historically been used to alleviate psoriasis-like conditions; however, contemporary evidence generated through rigorous clinical study remains limited. This randomized controlled trial aimed to evaluate its efficacy and safety. Methods: A total of 60 adults with psoriasis vulgaris were enrolled between October 2019 and February 2022 at the Affiliated Hospital of Inner Mongolia University for Nationalities. Participants were randomized equally into an intervention group (n=30) and a placebo group (n=30). The intervention group received daily decoction baths prepared from ledum palustre. L, Juniferus dahurica Pall, Myricaria longifolia Willd. Ehrenb, Ephedra monosperma S.G.Gmel ex C.A.Mey, and Artemisia frigida Willd, combined with composite glycyrrhizic acid and a hyaluronic biological membrane. The placebo group received warm-water baths with identical adjunct therapy. Treatment spanned 4 consecutive weeks. Clinical outcomes included PASI and its sub scores (erythema, scaling, infiltration), lesion area, pruritus score, Dermatology Life Quality Index (DLQI), and dermatoscopic grading. Statistical analysis employed Mann–Whitney U, Wilcoxon signed-rank, and χ² tests, with significance set at p<0.05.
Baseline characteristics were comparable between groups. After 4 weeks, the intervention group demonstrated significantly greater improvement in erythema (3.23→1.50), scaling (2.90→1.37), and infiltration (2.57→0.77) (all p<0.001). Overall clinical efficacy was higher in the intervention arm (76% vs 53%; p=0.031). DLQI, pruritus scores, and dermatoscopic findings also improved more prominently in the intervention group. No serious adverse events or abnormal laboratory findings were observed. Conclusion Four weeks of “Five medicinal Springs” decoction bathing produced meaningful clinical improvement in psoriasis severity, symptoms, and quality of life, with an excellent safety profile. Further multicenter, long-term randomized trials are warranted to validate these findings and elucidate underlying mechanisms.

Abstract The Five Medicinal Essences (“Ganlu”) are traditionally described in Mongolian medicine as five sacred, sweet elixirs believed to promote health and longevity. This concept is incorporated into the theoretical framework of traditional fomentation therapy, which aims to restore balance among physiological functions, mental state, and internal energy.
The formulation consists of five plant materials: Ledum palustre L., Juniperus dahurica Pall., Myricaria longifolia (Willd.) Ehrenb., Ephedra przewalskii Stapf, and Artemisia frigida Willd., combined in a ratio of 1:1:2:2:3. The herbal materials are prepared as a decoction and administered as a medicinal extract for external therapeutic application in balneotherapy.
Traditionally, this formulation has been used in Mongolian and integrative medical practice for the management of rheumatic joint disorders, ankylosis, spondylitis, brucellosis, postpartum wind-related disorders, dermatological diseases—particularly psoriasis—and neurological conditions such as hemiplegia and paralysis. Reported therapeutic effects include improvement of blood circulation, modulation of physiological functions, stimulation of metabolic processes, promotion of detoxification, muscle relaxation, and relief of localized pain. However, the therapy is contraindicated in patients with acute infectious diseases (e.g., typhoid fever), severe systemic debilitation, purulent or inflammatory conditions, necrotizing processes, stage II–III hypertension, malignant neoplasms, or venous thrombosis.
Further pharmacological and clinical investigations are necessary to clarify the mechanisms of action of the constituent plants and to provide scientific evidence supporting the integration of this traditional formulation into modern healthcare practice.

Abstract Temperament is an innate psychological characteristic that influences emotional responses, behavioral patterns, learning styles, and academic performance. In educational settings, understanding students’ temperament has become increasingly important for improving learning outcomes, engagement, and instructional effectiveness.
This review aims to synthesize theoretical and empirical evidence on the relationship between student temperament and learning outcomes, and to identify teaching methods and instructional strategies that are aligned with different temperament types.
In reviewed studies, a variety of methods have commonly been used to assess students’ learning styles, temperament, and psychological attitudes, including questionnaires, learning ability tests, standardized psychological tests, and teacher evaluations. Statistical techniques such as correlation, regression, and cluster analysis are often employed to analyze data and provide a comprehensive evaluation of learning outcomes.
Previous studies consistently demonstrate that temperament significantly influences learning behavior, attention, stress responses, and academic achievement. Sanguine and choleric students benefit more from interactive and competitive learning environments, whereas phlegmatic and melancholic students achieve better outcomes in stable, structured, and supportive settings. Empirical evidence further suggests that aligning teaching strategies with students’ temperament characteristics enhances learning effectiveness and student engagement.
Temperament is a critical individual factor affecting learning outcomes and academic success. Rather than attempting to change temperament, educational strategies should focus on recognizing and supporting individual differences.
Integrating temperament-sensitive teaching approaches into curriculum design can substantially improve educational quality and learning outcomes.

Introduction: Clinical practice is a critical component of professional development for healthcare students; however, exposure to ethical dilemmas is common in real clinical settings. Limited evidence exists regarding how nursing and traditional medicine students make ethical decisions during clinical practice and the factors influencing their decision-making in the Mongolian context. Methods: A mixed-methods design was employed. The quantitative phase included 95 undergraduate students undertaking clinical practice. Ethical decision-making was assessed using a 16-item Likert-scale questionnaire based on Rest’s Four-Component Model of Moral Behavior. The qualitative phase involved semi-structured phenomenological interviews with 18 purposively selected students. Quantitative data were analyzed using SPSS version 28.0 and R software, while qualitative data were interpreted using Van Manen’s hermeneutic phenomenological approach. Results: The mean ethical decision-making score was 65.06 ± 9.96, with 66.3% of participants demonstrating a high level of ethical competence. Ethical sensitivity showed the lowest mean score (15.87 ± 3.02) among the four components. Significant positive correlations were identified among ethical sensitivity, moral judgment, moral motivation, and moral character (r = 0.592–0.747, p < .001). Qualitative analysis revealed five major themes influencing ethical decision-making: ethical awareness, fear and lack of moral courage, hierarchical relationships and organizational culture, support systems, and personal moral development. Students frequently reported difficulties in acting on ethical concerns due to perceived authority gradients and evaluation-related pressures. Conclusion Although students demonstrated a generally high level of ethical decision-making competence, deficiencies in ethical sensitivity and institutional support were evident. Strengthening ethics education through case-based learning, simulation training, reflective discussions, and supportive clinical learning environments may enhance students’ ethical decision-making capabilities.

Introduction: Higher education plays a crucial role in the development and progress of a country. The refinement and effective implementation of the legal environment directly influence the quality and accessibility of the sector.
The purpose of higher education is to contribute to social and economic development, to advance innovative ideas, research, and creativity, and to prepare ethical citizens capable of working and living in multicultural environments. Since the enactment of the Law on Education, Mongolia has amended it more than 20 times. Due to global trends in educational development, changes in teaching methods, content, and learning environments, as well as increased learning opportunities through information and communication technologies, there is a growing societal demand to provide quality education that meets the needs and interests of citizens. Therefore, it is essential to continuously improve and refine the legal and policy environment.
Studying the legal framework of higher education institutions is a fundamental step toward enhancing the sector’s development and quality. Evaluating how laws are implemented helps improve the effectiveness of legal regulations and policy enforcement.
A job description is an official document that defines the functions of a specific position and certifies the required education, profession, qualifications, experience, and skills of the employee carrying out those duties. In today’s society, the operations of any organization especially educational institutions must be organized within the legal framework and based on internal rules, regulations, and job descriptions.
The implementation and compliance of these documents have a direct impact on organizational performance. As there is a need to assess the legal basis and consistency of the regulations, rules, and job descriptions at the Mongolian University of Pharmaceutical Sciences (MUPS), this study is grounded in identifying the current situation and improving legal frameworks accordingly. Materials and Methods: A total of 250 internal legal documents of MUPS were reviewed using the Compliance Matrix method. Data were processed and analyzed using Microsoft Excel and SPSS version 23. Statistical significance was considered at p<0.05. Conclusion While the legal compliance of MUPS’s internal regulations and job descriptions is at a moderate level, several documents need to be revised and aligned with current legal reforms. It is also essential to promptly develop missing job descriptions in accordance with relevant standards.