This study investigates how destination social responsibility (DSR) improves resident quality of life (QOL) through the lenses of signaling theory and emotional solidarity theory. The study demonstrates the mediating role of resident emotional solidarity toward the destination and the moderating roles of disclosure tone and visual messages. Three experiments indicate that continuous (vs. one-time) DSR positively affects resident emotional solidarity and QOL, whereas emotional solidarity has a mediating role. Emotional solidarity elicited by continuous (vs. one-time) DSR is significantly higher when the disclosure tone of DSR is vivid (vs. pallid). However, when DSR is disclosed using visual messages, emotional solidarity effects of DSR types are not different in vivid tone but have significant differences in pallid tone. This study expands the application of signaling theory and emotional solidarity theory to resident QOL studies and provides suggestions on improving residents’ QOL through DSR.
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Background: Nurses and nursing students experienced an emotional burden while working during the COVID-19 outbreak. During the COVID-19 outbreak three questions for nurses working under these extreme circumstances were formulated: 1. What today’s events do you remember? 2. How do you feel (physically and mentally)? 3. Do you have enough support? The purpose of this study was to obtain insight into whether nurses and nursing students perceive that the use of the three-questions-method contributes to effective coping with the emotional burden during the COVID-19 outbreak. Methods: Focus group interviews were held with hospital nurses (n = 11) and nursing students with internships in mental health care (n = 2), hospital (n = 9), and homecare/nursing home care (n = 3) in September 2020 followed by twenty semi-structured interviews one year later. Results: Almost all nurses and nursing students named factors that contributed to the emotional burden: fear, powerlessness, frustration, lack of knowledge about COVID-19, and pressure to pass the internship. Participants indicated that using the three-questions-method can help to effectively cope with the emotional burden during and after the COVID-19 outbreak. Conclusions: Using the three-questions-method offers added value in coping with emotional burden and can be used in education as well as in practice.
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In this chapter it is argued that self-direction is currently well above the head of the majority of youngsters and even of many adults. Evidence for this conclusion stems from developmental and brain research. However, for various reasons it is important that people develop the competences that are necessary for self-direction. To what degree is it possible to develop these competences? Are they 'learnable'? What can education contribute?
