Purpose This paper aims to use a multi-level approach to examine the effects of emotional intelligence (EI) components on conflict management styles of Chinese managers when the respondents were in conflicts with their subordinates, peers or superiors. Design/methodology/approach The primary research was conducted in Dalian, China, via a personal survey resulting in 885 usable observations for analysis. EI was measured using the Wong and Law Emotional Intelligence Scale (WLEIS; Wong and Law, 2002), which is made up of 16 questions measuring four dimensions. The conflict management component was measured via Rahim’s (1983) five conflict management styles, which are avoidance, dominating, collaboration, compromise and integration. Findings The data analyses suggested that managers at different levels possess different EI and adopt different conflict management styles when dealing with their subordinates, peers and superiors. Specifically, when subordinates were involved in a conflict, junior managers and female managers were more likely to use the dominating style, while when peers were involved in a conflict, male managers were more likely to use the dominating style. When peers were involved in a conflict, managers working in public sectors were more likely to adopt the integrating, avoiding, obliging and compromising style. The Chinese managers were found to regulate their emotions and use of their emotions effectively in conflict with their peers and supervisors and thus they tended to adopt the avoiding, integrating and obliging style. Self-emotions appraisal and others emotions appraisal were significant to the adoption of the obliging style to handle conflict with their peers and supervisors. Use of emotions effectively was significant for the Chinese managers adopting the compromising style in conflicts with their peers, superiors and subordinates. Research limitations/implications The authors could only reach employees working and living in one city, which affects the generalizability of the paper. Practical implications Training should be provided to managers at different levels on the awareness of the impact of EI on conflict management at workplace. Originality/value There is little existing research on how employees across different levels within organisations in China moderate their EI according to the party they are interacting with. The objective of this paper is to stimulate further debate on the matter, thereby improving the understanding of EI moderation.

IntroductionPerceived difficulties in initiating insulin in patients with type 2 diabetes (T2D) may prevent many general practitioners (GPs) from using insulin even when recommended in guidelines. This paper describes a Royal Australian College of General Practitioners accredited education program on starting insulin in T2D, and its impact on GPs’ attitudes and behavior.MethodsA faculty comprising GPs with diabetes expertise, Credentialed Diabetes Nurse Educators, and endocrinologist developed and implemented the education program. The program content was highly procedure focussed, emphasizing simple, best-practice processes for starting insulin therapy and focussing on multidisciplinary models of care. The highly interactive format of the workshops included peer-to-peer learning, in which education was led by diabetes-experienced GP educators, as well as case study-based approaches and small group discussions. GP attendees were asked to rate their individual confidence and attitudes at the beginning and end of the meeting. In addition, participants (n = 220) from two workshops in 2013 were sent a survey 3 months after the meeting to gauge the longer-term impact on their clinical practice.ResultsSince 2008, more than 2500 GPs have attended the workshops, and report substantial improvements in confidence; after attending, more GPs were willing to start insulin within their practice. Evaluations at 3 months post-meeting indicate that the increased confidence was associated with behavioral changes in the subgroup evaluated at this time (n = 48). Success of this program was attributed to peer-to-peer education, multidisciplinary input, easily implemented best practice procedures and checklists for starting insulin, and constant adjustment of meeting process and content based on feedback and guideline changes.ConclusionA peer-to-peer, interactive GP education program reduced GPs’ perceptions of the difficulties of starting insulin in T2D and achieved changes in attendees’ clinical practice. This education program offers an effective approach to overcome the therapeutic inertia that is too common in diabetes management.Electronic supplementary materialThe online version of this article (doi:10.1007/s13300-016-0156-0) contains supplementary material, which is available to authorized users.

While the COVID-19 pandemic progresses, politicians and media outlets in the USA have compared the pandemic with World War II (WWII). Though women’s reproductive health has been affected by both COVID-19 and WWII, these specific health needs are not included in either event’s mainstream narrative. This article explores the pandemic’s war metaphor through the lens of women’s reproductive health, arguing for a reframing of the metaphor. Narrative-building determines how health needs are perceived and addressed. A modification of the WWII metaphor can ensure that the narrative formulating around COVID-19 is inclusive of the women’s reproductive health needs that are eminently present.

Many rural diabetes educators feel isolated professionally. Access to resources, skilled peers and opportunities for ongoing education may be lacking or not known. Rural diabetes educators often have multiple roles and may be confused about their responsibilities in specific areas. Geographic and professional isolation and lack of role definition may prevent appropriate diabetes care. Some sole educators in metropolitan hospitals also experience lack of support and interaction with their peers, A survey was designed to identify and address the issues facing isolated educators, determine the proportion of diabetes educators who consider themselves isolated, identify the reasons for isolation and the difficulties which result from isolation, and elicit suggestions for addressing the problems identified. Reasons given for isolation included professional isolation, distance, lack of resources and lack of network/support. The most frequently suggested methods of decreasing isolation were networking, regional meetings, teleconferences, distance education and provision of a practice manual. Professionals working in isolated areas of Australia need organised continuing medical education, quality assurance programs, systems for networking and access to expert advice. Modem information technology, distance education programs and models for effective networking offer the potential to meet these needs.

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