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Violence toward frontline health-care workers (HCWs) from patients and visitors is a pervasive issue that ranges from verbal and psychological abuse to physical assault. The emergence of the COVID-19 pandemic has led to increased reports of escalated verbal workplace aggressions (VWPAs); however, most studies have been conducted internationally. Studies based in the USA have focused on physical violence experienced by nurses and paramedics in emergency situations. The purpose of this study is to learn about the experiences of different levels of frontline HCWs with VWPA from patients and visitors and discover ways to address this issue.

This qualitative descriptive study asked registered nurses, licensed practical nurses and patient care technicians from one health-care system about their experiences with patient and visitor VWPA using an anonymous, voluntary open-ended survey and in-person interviews. In all, 31 participants completed the survey and 2 were interviewed. Data were analyzed using content analysis.

Three themes emerged from the data: the experience, moving through and moving forward. Frontline HCWs described experiences of VWPA, indicating its forms, frequency and conditions. They used coping, along with personal and professional measures, to manage and move through the situation. Moving forward was captured as suggestions for the future and conveyed hope for a perfect state.

The experiences of frontline HCWs offered insight into how they perceive and cope with difficult encounters. Recommendations relate to not only implementing interventions that support frontline HCWs but also creating a culture where aggression is not tolerated and addressing perpetrator behavior is a priority.

Schwartz Center Rounds® (SCRs) bring multidisciplinary caregivers together to discuss authentic patient cases from the social and emotional perspective. The monthly sessions provide a forum to share personal thoughts and feelings. The purpose of this paper is to learn why people attend SCR, understand what is gained from the experience, and identify key elements to use in measuring the program’s effectiveness.

This qualitative descriptive study used four focus groups and three telephone interviews for data collection. Purposive sampling resulted in a multidisciplinary sample of 30 participants. Thematic analysis was conducted with complete transcripts by all researchers.

All parties viewed SCR as beneficial. Six themes emerged during data analysis: culture change, exposing emotions, walking in another’s shoes, inequality of topics, influence of rules and boundaries, and personal impact. Institutional culture was positively influenced through SCR.

Limitations include a single institution and restricted data gathered from physicians. Future research should focus on identifying outcome measures to evaluate the long-term impact of SCR on healthcare organizations.

This study confirms that the SCR program should be continued at the study organization, and expanded to increase availability to all staff. The growth of this program in healthcare organizations across the country is encouraged.

This research provides support for healthcare organizations to offer SCR and highlights how the emotional aspects of patient care can be acknowledged, explored, and discussed.

This study aims to examine the outcome of an online project to inform preservice English language teachers regarding the United Nations’ Sustainable Development Goals (SDGs).

A qualitative research method was used to understand participants’ overall knowledge. In total, 30 preservice teachers were selected from a larger pool after considering their grade point averages, sex, university affiliations and geographical backgrounds to ensure a balanced distribution and diversity. Qualitative data were collected through written productions, video recordings and a postproject survey.

Findings revealed that preservice teachers deepened their understanding of SDGs and adopted a positive attitude toward SDGs while increasing their pedagogical awareness and knowledge of teaching English in response to SDGs. They also regarded literary texts as a valuable resource for teaching SDGs.

This study contributes to the literature by demonstrating that literary works are valuable for educating preservice teachers on integrating SDGs. A detailed overview of the project and its outcomes can guide practitioners and teacher educators in integrating SDGs into their education programs and English language teaching.

Despite burgeoning self-initiated expatriation (SIE) research, little attention has been given to the personal development that occurs as a result of the SIE. The authors address this gap, exploring how the SIE undertaken by older women contributes to their longer-term life-path goals. As personal development has barely featured in the SIE literature, the authors must draw from a range of other global mobility experiences as a base for identifying the personal development of the older women.

The paper employs narrative inquiry methodology, drawing on in-depth life story interviews with 21 women aged 50 or more, both professional and non-professional, who had taken a SIE. A five-step narrative process using a story-telling approach was the method of analysis.

The findings indicate that the existing focus on SIE and the work context in the literature needs to become more holistic to incorporate personal change experienced through the SIE. For these older women, the construct of “career” was increasingly irrelevant. Rather, participants were enacting a “coreer” – a life path of individual interest and passion that reflected their authentic selves. The SIE presented an opportunity to re-focus these women's lives and to place themselves and their values at the core of their existence.

The contributions highlight the need for a broader focus of career – one that moves outside the work sphere and encompasses life transitions and the enactment of more authentic “ways of being”. The authors identify a range of personal development factors which lead to this change, proposing the term “coreer” as one that might shift the focus and become the basis for career research in the future. Further, through the inclusion of a group of older women who were not exclusively professionals, the authors respond to calls to expand the focus of SIE studies.

The purpose of this paper is to investigate the role of emotional brand attachment in consumers’ evaluation of new products that represent technological innovation.

A quantitative study was conducted using survey data from a nationally representative probability sample of US consumers (n = 624) to understand the role of emotional brand attachment in the context of consumers’ evaluation of really new products (RNPs). A framework was developed and tested using structural equation modeling that included emotional brand attachment, brand trust, product incongruity, product familiarity, perceived risk, willingness to try, product evaluation and word-of-mouth intentions.

The results support the role of emotional brand attachment in the diffusion of RNPs. Specifically, results indicated that increased brand attachment reduces consumers’ perceived risk associated with a RNP and increases brand trust. Both constructs played a key role in shaping willingness to try the innovation, word-of-mouth intentions and product evaluation. Findings of this paper add explanatory power to demand-prediction models that more accurately describe the mechanism of the innovation adoption process. For marketing managers, the results emphasize the importance of consumer–brand emotional connections.

The paper used a cross-sectional design; it would be interesting to use a longitudinal design to examine if the role of emotional brand attachment changes over time and how the changes might impact consumers’ perceptions and behaviors in the context of RNPs.

This is the first paper to explore the role of emotional brand attachment in the context of RNPs and consumers’ potential behavioral outcomes.

Although service-learning increases several important development and learning outcomes in college students (Yorio & Ye, 2012), it is not clear whether service-learning is better preparing these students for their future careers (Gray, Ondaatje, Fricker, & Geschwind, 2000). To better understand the influence of service-learning on student development, an exploration of a leadership service-learning course and an important workplace attribute, Positive Psychological Capital, are theoretically explored.

This paper aims to explore the motivations of digital moms to develop relationships with brands in the online environment.

Following a qualitative, interpretative approach, this paper uses several data collection methods such as netnography, focus groups and in-depth interviews to fully understand the motivations of digital moms.

The results suggest that eight motivations influence consumers to engage with and follow brands on their social networking sites: information, entertainment, knowledge-seeking, social influence, social interaction, brand-relationship maintenance, communication and self-expression. A proposed framework that categorizes these motivations based on the level of engagement, and the type of user is discussed along with the new functions that brands fulfill in the online environment.

These findings have practical implications for managers seeking to design and implement improved branding strategies to develop stronger, more meaningful relationships with their customers. The location of participants of this study can be considered as a limitation, as the different life situations or contexts of other Internet users may alter the results.

This study recognizes important changes in consumer behavior elicited by online technologies. Several qualitative data collection methods are used to identify and provide a more comprehensive understanding of the motivations of digital moms to interact with brands online. A major contribution of this research is the establishment of a link between consumer-brand relationship theory and uses and gratifications theory.

Claims that people with autism spectrum disorders (ASD) are overrepresented in offending populations and are more likely to commit crimes than others are explored in this review. Evidence to date makes these claims difficult to substantiate, although methodological difficulties make this area particularly challenging. ASD does not appear to account for a large number of crimes in society, though certain characteristics may render those on the spectrum vulnerable to offending. Comorbid psychiatric conditions such as depression and psychosis, when present in a person that additionally has ASD, are important risk factors. Once in the criminal justice system, people with ASD are often misunderstood and open to bullying. Very little is known about what treatment programmes are effective for offenders in this population. This review summarises some of the important studies in this field.