Aim: To measure the overall level of quality of work life (QWL), and its association with personal and work-related factors among nurses working at a provincial general hospital in Vietnam. Design: A cross-sectional study. Methods: One hundred and sixty nurses were selected by stratified random sampling. Questionnaires were used to survey personal factors, job position, salary, and working years, including work life dimensions. The reliability of the instrument used for the survey was tested using Cronbach alpha, which yielded an index of 0.925. Data were analyzed using the Chi-square test (p < 0.05), and Pearson's and Spearman's correlation coefficient. Results: The overall score of QWL among nurses was moderate, scaled at 3.04 (± 0.55). A weak positive correlation between QWL and age (r = 0.196), working years (r = 0.204), and care-giving responsibilities at home (r = 0.179) was revealed. Educational level was most strongly associated with QWL (r = 0.515), and a multiple linear regression analysis confirmed that the standardized coefficient was highest for education (0.365). Conclusion: The majority of the nurses had a moderate level of overall QWL, with education the key associated factor. Our findings may help to improve the nursing profession, and, hence, the quality of healthcare in Vietnam.

Background: Application of appropriate teaching and learning strategies is a necessary way of influencing student learning outcomes. The purpose of this study was to explore students' views, perceptions and the effects of these on different teaching and learning approaches. Methods: Twenty one nursing students who were exposed to different teaching strategies were selected as a purposive sample for this study. Qualitative analysis of feedback from six individual interviews and two focus groups encompass a rich data set to inform nurse educators about student perceptions regarding impact of teaching approaches on their learning outcomes. Results: Participants indicated advantages and disadvantages of each of the teaching strategies and recommended suggestions for improving learning outcomes. The findings also described how a student's preferred learning strategy impacted on learning outcomes when criteria for surface, deep and strategic approaches were taken into consideration.Conclusions: This research provides evidence for educators on the effects of innovative teaching and learning strategies in nursing education. It also provides preliminary feedback on the extent of achievements on the movement towards national reforms in higher education.