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Abstract Background Understanding students’ career intentions through evidence-based approaches is crucial for developing effective career guidance and intervention strategies. Although there has been considerable attention in this field, research remains limited, particularly in low- and middle-income countries (LMICs) in Asia. These regions have unique socioeconomic conditions and cultural norms that potentially shape decision-making processes. This study provides insights into the career intentions of medical and nursing students and identifies the key determinants influencing their choices at a newly established private institution (VinUniversity) in Vietnam. Methods This study employs a mixed-methods design. The quantitative phase involved a survey of all undergraduate medical and nursing students. The qualitative phase consisted of in-depth 11 individual interviews with a purposive sample until data saturation. Results A total of 198 students (77%) participated in the quantitative phase. The majority of students (75.8%) expressed interest in clinical practice, with preferences notably high for surgical specialties (30.9%), internal medicine (10.1%), and pediatrics (10.1%). 22.7% of students expressed a desire to work overseas, and a significant number (70.7%) indicated the lack of a career guidance program. Qualitative data revealed that personal interest, family influence, financial stability, and societal appreciation were primary influencers in career choice. Discussion The study underscores the complex interplay between personal interests, family influence, financial considerations, and societal expectations in shaping career choices. The persistent low interest in family medicine and primary care continued to be a concern. Conclusion This study provides further insights into the career intentions and influencing factors among medical and nursing students at VinUniversity. The implications for practice include implementing tailored career guidance programs, offering diverse elective tracks that incorporate global health experiences, and establishing structured mentorship programs. It is also recommended to measure the impact of these interventions through longitudinal follow-up studies to enhance career satisfaction, better prepare future healthcare professionals, and contribute to the improvement of healthcare systems.

Nurse educators play a critical role in preparing the next generation of nurses to provide high-quality patient care. The ongoing preparation of knowledge and skills for nurse educators is crucial for maintaining the quality of nursing education, particularly during the unexpected challenges such as the COVID-19 pandemic. This study aimed to examine the effectiveness of a workshop series on five concurrent teaching methods for nurse educators in Vietnam. A mixed-methods study was conducted. An online workshop series was conducted for 25 nurse educator representatives from five nursing schools across Vietnam. The workshop program covered of five teaching methods, including (i) teaching from face-to-face class to e-learning, (ii) team-based learning (TBL), (iii) case-based teaching (CBT), (iv) debriefing techniques used in simulation training, and (v) developing peer program to assist students’ learning. Pre- and post–surveys were used to test knowledge of teaching methods, followed by semi-structured individual interviews. Quantitative data were analyzed using descriptive and comparison statistics, while qualitative data underwent content analysis. Results showed a significant improvement in participants’ overall knowledge following the workshops, with the mean total score of correct answers increasing from 12.48 (SD = 2.77) in the pre-test to 16.8 (SD = 3.81) in the post-test. Substantial gains were observed in three specific areas: the classic progress of activities in team-based learning, Kolb’s experiential learning cycle in simulation debriefing techniques, and the core value of the peer mentoring model had significantly improved. Most nurse educators expressed satisfaction with the training workshops, with the “debriefing technique” being the most interesting topic. Two major themes emerged from the qualitative analysis: fostering interest in updated teaching methods and motivating the change. This study suggests that replicating the workshop series on teaching methods would be a beneficial in facilitating ongoing improvements in teaching practice in Vietnam’s nursing education system.

This cross-sectional study aimed to assess the knowledge and perceptions of sexual and reproductive health (SRH) and factors influencing perceptions among adolescents living in Son La, a mountainous region in Vietnam. A total of 382 adolescents participated in the study, with 59.7% girls and 40.3% boys. Findings revealed that the level of knowledge of SRH among adolescents in Son La is markedly different among girls and boys, where girls exhibited higher knowledge compared to boys in all aspects surveyed. The average SRH perception score was moderate (21.7 ± 8.05; maximum score = 33). Adolescents’ understanding of sexual intercourse, misconceptions related to first-time sexual experiences, and awareness of contraceptive methods were significantly associated with SRH perception scores. These findings underscore the need for targeted health education interventions in mountainous areas, emphasizing the importance of enhancing SRH knowledge and awareness among all adolescents, with gender-specific needs. Such efforts can contribute to improved SRH outcomes among adolescents in these regions.

Students’ learning experiences are considered useful indicators to evaluate the effectiveness of teaching in tertiary education. With limited theory-driven research, this study aimed to examine whether the educational environment is able to mediate the relationship between student workload and generic skills. A cross-sectional study was conducted among 1347 nursing students in ten nursing schools across Vietnam from November 2021 to January 2022. The results showed that the total score of the students’ workload and the generic skills were 3.25 ± 0.59 and 3.84 ± 0.56 (possible score: 1-5), respectively. Students were at an “agree” level with statements like “the sheer volume of work to be got through in this course means you can’t comprehend it” and “as results of doing this course, I feel more confident about tackling unfamiliar problem”. Most nursing students rated the educational environment at levels of “more positive educational environment” (N=1018, 75.58%), with a total score of 120.75 ± 20.78 (possible score: 0-200). The educational environment was identified as a mediator in the relationships between the workload and the generic skills. The direct effect on workload was -0.00035 which was not significant (p=0.987) with the generic skills. The indirect effect of workload that passes through the educational environment was -0.07 and is also statistically significant, at p= 0.002. As such, the study suggests that, to enhance students’ generic skills, it is necessary to instruct students in efficient learning strategies to help them manage their academic workload, particularly during unexpected situations such as the COVID-19 pandemic. Additionally, despite the occurrence of a high level of student workload, nursing schools could focus on efficient tactics and interventions to improve the educational environment, which subsequently helps to improve students’ outcomes.

Time-restricted eating (TRE) is a promising and cost-effective dietary approach for weight management. This study aimed to evaluate the effects of TRE on weight loss in three adult populations using pre- and post-intervention analyses while also investigating its underlying mechanism. A systematic search was conducted across four databases (PubMed, Web of Science, Scopus, and the CENTRAL) up until January 28, 2024, specifically focusing on prospective studies that examined the efficacy of TRE in achieving weight loss. A random effects model was employed to conduct meta-analyses, while heterogeneity was assessed using the I2 statistic (PROSPERO: CRD42023439317). The study encompassed 36 selected studies involving 44 effect sizes and 914 participants. The effectiveness of the TRE was found to vary across health conditions, with modest weight loss observed in healthy individuals (pooled effect size -1.04 Kg, 95% CI: -1.42 to -0.65) and more significant weight reduction seen in participants with chronic diseases (pooled effect size -3.33 Kg, 95% CI: -5.05 to -1.62) and overweight/obesity (pooled effect size -4.21 Kg, 95% CI: -5.23 to -3.10). The observed decrease in body weight could be partially attributed to factors influencing energy balance, as evidenced by the significantly lower mean calorie intake at the end of the intervention (1694.71 kcal/day, 95% CI: 1498.57–1890.85) compared to the baseline intake (2000.64 kcal/day, 95% CI: 1830–2172.98), despite the absence of intentional efforts to restrict energy intake by the participants. These findings support the efficacy of this lifestyle intervention for weight loss maintenance and guide the development of its clinical guidelines. [ABSTRACT FROM AUTHOR]