Introduction: Group learning (TBL) has recently become a popular trend in global health education in promoting active learning. This is an advanced teaching method that promotes small group interaction, exchange, discussion and enhances students’ ability to work together as well as their critical thinking. However, the application of the teaching method is rarely used due to limited resources in building lectures following this method. Objectives: To develope health care courses for adults with cardiovascular diseases according to the TBL teaching method for nursing students. Results: Complete building orientation packet learning TBL care for cardiovascular disease, the test of individual and group discussions when applied to teach in this method, the source reference materials prepared for students to self-study first before going to class. Conclusion: The deployment and application of TBL teaching methods are necessary, helping students to actively participate in learning and improve communication skills, critical thinking, decision-making skills, and increased satisfaction with learning outcomes, in addition to reducing the time spent in class Key words: Team-based learning, active learning method.

Introduction: Nowadays, one of the important criteria to evaluate the educational quality of the university is the results of scientific research on students. Scientific research activities become one of the important tasks of lecturers in order to improve the quality of training with the goal of approaching students’ competence in scientific research. The nursing profession is initially interested in the issue of access to research capacity, so there are very few studies on this issue. Objectives: 1) To assess the research capacity of nursing students through the RCS-N scale; (2) To describe the groups of factors affecting the motivation of nursing students to do scientific research; (3) To identify the factors related to the scientific research capacity of nursing students. Methodology: A cross-sectional descriptive study with 317 third and fourth-year nursing students at the University of Medicine and Pharmacy, Hue University from 06/2021 to 04/2022. Results: The group of students in the group familiar with scientific research (Knowing many/all/everything criteria about scientific research) accounted for the lowest percentage with 8.5%. The average score of the groups of factors affecting the motivation of scientific research with the group of student factors (21.19 ± 3.59); a group of lecturers factors (17.03 ± 4.01); a group of the policy of the University factors (15.92 ± 3.08); a group of facilities of the University factors (12.37 ± 2.75); a group of practice station factors (12.20 ± 2.70). There is a relationship between the mean score of the group of facilities of the University factors and the student’s research capacity score (p<0.05). Conclusion: Assessing the research capacity of nursing students is a necessity to review, analyze and evaluate nursing science research courses in order to determine the appropriate level of scientific research curriculum for nursing students. nurses and is also the first step to determining their ability to do scientific research to prepare them for future professional nurses. Key words: Assessment of Research Competency, nursing students, RCS-N Questionnaire.

Background: The prolonged and excessive loss of protein through urine in nephrotic syndrome patients decreases blood protein and leads to other changes such as dyslipidemia, disorders of blood components, hematopoiesis…., if the blood albumin level decreases continuously, the more obvious these disorders, the serum iron, transferrin and ferritin levels will be changing. The aim of the study was to determine the concentrations of serum iron, transferrin, ferritin in nephrotic syndrome patients and the relation between these parameters. Materials and methods: Descriptive cross-sectional studies of 68 patients with the diagnosis of nephrotic syndrome and without renal failure. Results: The mean concentration of serum iron was 8.9 μmol/L, with the low level was 30.9%. While the serum transferrin which was lower than normal was 100% and the mean concentration was 0.68 mmol/L. The mean concentration of serum ferritin was 610.3 pmol/L, and its high level was 67.6%. Conclusions: Concentration of serum ferritin was elevated and inversely correlated with serum iron and transferrin concentrations. Key words: iron, transferrin, ferritin, nephrotic syndrome