The aim of this research was to identify, appraise and synthesize available evidence exploring new nurses' experiences of turnover. Methods: The qualitative meta-synthesis method suggested by Thomas and Harden was used. Qualitative research articles considered for inclusion in the review were identified through an extensive search of relevant literature in scientific databases. Data were extracted from the aforementioned articles, and qualitative research findings were pooled according to Thomas and Harden's review process. This process involved the categorization of findings according to similarity of meaning and aggregation of these sub-themes to produce a comprehensive set of synthesized themes. Results: A total of 4 research articles met the inclusion criteria and were included in the review. The review process resulted in 30 sub-themes that were aggregated into 10 themes: ineffective education; overwhelming work; personal maltreatment by doctors, career nurses, patients and caregivers; lack of professional vision; suffering; fear; loss of confidence; isolation; cynical reaction to turnover; new beginning and growth. Conclusion: These findings illuminated the necessity of educational, organizational, emotional and social support for new nurses to help them accomplish their developmental tasks during their transition, as well as the need for this support to continue even after the turnover.
This study was conducted to develop, validate, and assess the reliability of a questionnaire for nutritional literacy among young Korean adults. Methods: The draft questionnaire contained 65 items in 7 domains (i.e., dietary guideline, nutrition and health, nutrients, 5 food groups [food bicycle], nutrition labeling, portion size, and nutrition management for disease prevention). The authors developed a draft questionnaire based on a literature review. After multiple drafts, 52 items were retained and 13 were eliminated in the 7 domains according to professional advice from 5 nutrition experts. A panel of experts (n = 20) comprised of clinical dietitians and nutrition professors completed the content validity assessment, including quantitative and qualitative feedback. As the results, all items of the portion size were eliminated from the questionnaire. A sample of 211 young adults completed the test-retest reliability assessment. Test-retest reliability was evaluated using intraclass correlation coefficient (ICC) and inter-item reliability by Cronbach α coefficient. Results: The final questionnaire contained 30 items with 5 questions each on the dietary guideline, nutrition and health, nutrients, 5 food groups (food bicycle), nutrition labeling, and nutrition management for disease prevention. The Lawshe content validity ratio for domains ranged from 0.60 to 1.00. The ICC scores for questions ranged from 0.64 to 0.86. Cronbach's α for domains ranged from 0.83 to 0.90 and for the overall questionnaire was 0.87. Conclusion:The questionnaire showed strong content validity, test-retest reliability, and high inter-item reliability, indicating that it is a useful tool for assessing nutritional literacy of young adults.
The purpose of this study was to design a technology-based extra-curricular program in order to improve creativity and convergence of university students. To this end, we first analyzed a literature review concerning an extra-curricular program that dealt with creativity and convergence competence. Through these analyses, we selected the DMM model, design thinking as instructional models, and the jigsaw and process-folio were selected as instructional strategies. Second, based on previous studies, we developed first draft both of an edcation model and an extra-curricular program. Moreover, a group of three experts was formed to examine the validity of the educational model and the draft of the program. Third, the final blueprint of the program was derived by reflecting upon the results of the expert’s review. Fourth, the program designed in this study was operated for 32 students of A University located in Seoul, and the changes in creativity, convergence, and entrepreneurship competence of the participating students were measured to analyze the effectiveness. The program used in this study, can be expressed as one that moves from individual creativity to team creativity. Furthermore, it consists of three stages. The first stage is the ‘Learning by Experiencing’ program that allows the students to express creativity while utilizing technology. The second stage is the ‘Learning by Doing’ program, wherein students learn the mindset and methodology of design thinking. The third stage is the ‘Learning by Making’ program, which allows students to express team creativity with their peers from various other majors, with the aim of creating convergent values. As a result of measuring the pre-post changes of the students' creativity, convergence, and entrepreneurship competence by applying the third stage of the program, We confirmed that all of students experienced a statically significant increase in their creative, convergent and entrepreneurship competency.