http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
Oral cavity: An open horizon for nanopharmaceuticals
Nguyen Oanh Oanh Thi,Tran Khue Dan,Ha Nhan Thi,Doan Sang Minh,Dinh Thi Thanh Hai,Tran Tuan Hiep 한국약제학회 2021 Journal of Pharmaceutical Investigation Vol.51 No.4
Background Oral administration is the primary route employed for drug delivery. In addition to the gastrointestinal tract, the oral cavity has been drawing considerable attention owing to its physiological properties and advances in drug carrier development. Notably, nanotechnology has made immense contributions to enhancing drug bioavailability, stability, and efficacy, both in research and clinical settings. Area covered The present review comprises lessons from physiological characteristics to fundamental material science knowledge, summarizing the pros and cons of nanotechnology applications in therapeutic drug delivery. The oral cavity presents inherent challenges, including oral cancer, dental caries, oral infection, or oral inflammation, that necessitate local solutions. Simultaneously, the vascular system under the tongue and in the buccal region offers a portal for systemic drug absorption. Expert opinion Among available delivery systems, nanoparticle-based drug delivery, with the oral cavity as the action or absorption site, can be developed as a principal dosage formulation. Although convenience and fast onset might be advantageous, additional studies are warranted for preclinical characterization, especially in animal models, and for determining manufacturing competence, prior to human trials to meet standards in clinical settings.
Tran Thi Hoang Oanh,Nguyen Thi Yen Hoai,Pham Thi Thuy 한국보건의료인국가시험원 2021 보건의료교육평가 Vol.18 No.-
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.