Objectives: The rapid and widespread development of social networking sites has created a potential venue for an increase in cyberbullying among adolescents. While much research has been done on middle school/high school students, this issue for college/university students has yet to receive much attention. The present study described the prevalence of cyberbullying and associated factors among Hanoi Medical University students. Methods: Data were obtained from an online survey of conveniently selected Hanoi Medical University students. A total of 736 students participated and finished a structured questionnaire based on the Cyberbullying Victimization Scale (CVS). Results: The prevalence of cyberbullying victims among Hanoi Medical University students was 17.4%, and 9.0% of the students had engaged in cyberbullying behaviors. Research also indicated that there is an association between cyberbullying behavior and factors such as internet usage duration and frequency of monitoring violent information. Gender didn't have any relationship with cyberbullying victimization but had a significant association with cyberbullying perpetration (OR = 2.37, 95%CI = 1.42 – 3.96). Conclusion: Cyberbullying has become an important phenomenon related to internet usage duration and violent information among students of Hanoi Medical University. Therefore, it is necessary to build healthy internet habits and manage online information to reduce cyberbullying prevalence and promote student health in the digital age.

Background: Depression, anxiety, and stress have become major public health concerns among adolescents, particularly in the aftermath of the COVID-19 pandemic. Understanding their prevalence and determinants is essential to inform prevention and intervention strategies. Objectives: To describe the prevalence and associated factors of depression, anxiety, and stress among adolescents from 2022 to 2023. Methods: This is a scoping review. We synthesize scientific studies on depression, anxiety, stress in adolescents aged 10-24 years published in journals from three data bases: PubMed, Cochrane, Embase. Results: A total of 34 studies on depression, anxiety, and stress in adolescents were included in the review. This scoping review indicates that prevalence of depression ranged from 12.5% to 90.9%, that of anxiety was between 15.2% and 74.7%, and that of stress ranged from 3.2% to 75.3%. The mean age of participants across studies ranged from 14.5 to 21.9 years. Several factors have been identified in different studies as exacerbating these symptoms among adolescents, including age, gender, education related factors, family background, and risk behaviors. Conclusion: The findings of this review provide valuable insights for parents and health professionals to design effective strategies that mitigate mental health symptoms and foster adolescents’ healthy development.

Purpose: This study investigated the effect of simulation-based training on nursing students’ problem-solving skills, critical thinking skills, and self-efficacy. Methods: A single-group pretest and posttest study was conducted among 173 second-year nursing students at a public university in Vietnam from May 2021 to July 2022. Each student participated in the adult nursing preclinical practice course, which utilized a moderate-fidelity simulation teaching approach. Instruments including the Personal Problem-Solving Inventory Scale, Critical Thinking Skills Questionnaire, and General Self-Efficacy Questionnaire were employed to measure participants’ problem-solving skills, critical thinking skills, and self-efficacy. Data were analyzed using descriptive statistics and the paired-sample t-test with the significance level set at P<0.05. Results: The mean score of the Personal Problem-Solving Inventory posttest (127.24±12.11) was lower than the pretest score (131.42±16.95), suggesting an improvement in the problem-solving skills of the participants (t172=2.55, P=0.011). There was no statistically significant difference in critical thinking skills between the pretest and posttest (P=0.854). Self-efficacy among nursing students showed a substantial increase from the pretest (27.91±5.26) to the posttest (28.71±3.81), with t172=-2.26 and P=0.025. Conclusion The results suggest that simulation-based training can improve problem-solving skills and increase self-efficacy among nursing students. Therefore, the integration of simulation-based training in nursing education is recommended.

Purpose: This study investigated the effect of simulation-based training on nursing students’ problem-solving skills, critical thinking skills, and self-efficacy. Methods: A single-group pretest and posttest study was conducted among 173 second-year nursing students at a public university in Vietnam from May 2021 to July 2022. Each student participated in the adult nursing preclinical practice course, which utilized a moderate-fidelity simulation teaching approach. Instruments including the Personal Problem-Solving Inventory Scale, Critical Thinking Skills Questionnaire, and General Self-Efficacy Questionnaire were employed to measure participants’ problem-solving skills, critical thinking skills, and self-efficacy. Data were analyzed using descriptive statistics and the paired-sample t-test with the significance level set at P<0.05. Results: The mean score of the Personal Problem-Solving Inventory posttest (127.24±12.11) was lower than the pretest score (131.42±16.95), suggesting an improvement in the problem-solving skills of the participants (t172=2.55, P=0.011). There was no statistically significant difference in critical thinking skills between the pretest and posttest (P=0.854). Self-efficacy among nursing students showed a substantial increase from the pretest (27.91±5.26) to the posttest (28.71±3.81), with t172=-2.26 and P=0.025. Conclusion The results suggest that simulation-based training can improve problem-solving skills and increase self-efficacy among nursing students. Therefore, the integration of simulation-based training in nursing education is recommended.

Purpose: This study investigated the effect of simulation-based training on nursing students’ problem-solving skills, critical thinking skills, and self-efficacy. Methods: A single-group pretest and posttest study was conducted among 173 second-year nursing students at a public university in Vietnam from May 2021 to July 2022. Each student participated in the adult nursing preclinical practice course, which utilized a moderate-fidelity simulation teaching approach. Instruments including the Personal Problem-Solving Inventory Scale, Critical Thinking Skills Questionnaire, and General Self-Efficacy Questionnaire were employed to measure participants’ problem-solving skills, critical thinking skills, and self-efficacy. Data were analyzed using descriptive statistics and the paired-sample t-test with the significance level set at P<0.05. Results: The mean score of the Personal Problem-Solving Inventory posttest (127.24±12.11) was lower than the pretest score (131.42±16.95), suggesting an improvement in the problem-solving skills of the participants (t172=2.55, P=0.011). There was no statistically significant difference in critical thinking skills between the pretest and posttest (P=0.854). Self-efficacy among nursing students showed a substantial increase from the pretest (27.91±5.26) to the posttest (28.71±3.81), with t172=-2.26 and P=0.025. Conclusion The results suggest that simulation-based training can improve problem-solving skills and increase self-efficacy among nursing students. Therefore, the integration of simulation-based training in nursing education is recommended.

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

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.

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.

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