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The Business of Hospital Care of Diabetic Patients: 1. Is It Time to Reconsider the Model for Educational Services?

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	Introduction

 
Many of the specialty concepts and models for rendering hospital care to diabetic patients were derived during the 1980s.1 The use of the hospital, goals for care, and parameters for judging the care of diabetic patients were much different then than now. Since that time, increases in hospital costs, changes in patterns of payment, and denial of benefits except for certain diagnoses have altered the hospitalized population to a patient group with a much higher acuity.2 Furthermore, these changes have also resulted in reduced lengths of stay for such patients. Therefore, the available time to teach and provide support services to diabetic patients in the hospital is much shorter than it used to be and often nonexistent.

In 1982, a group of experts from the National Diabetes Advisory Board (NDAB) defined guidelines for programs that render educational services to hospitalized diabetic patients.3,4 The NDAB was a board established to advise Congress about the implementation of legislated initiatives in diabetes research and care.5 These guidelines were adopted by the American Diabetes Association (ADA) and implemented as its Education Recognition Program (ERP).6 Although the guidelines have been modified over the years, the model for an adequate program as originally suggested by the NDAB remains the same, and, as proposed 20 years ago, is applied in both outpatient and inpatient hospital settings.

Whether this model remains applicable to the inpatient . . . [Full Text of this Article]

	The Derivation of the ERP

 

	Current State of Education Recognition

 

	The State of Inpatient Diabetes Education

 

	Defining Needs

 

	Developing a Model

 

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This article has been cited by other articles:

				S. B. Leichter, G. L. August, and W. Moore The Business of Hospital Care of Diabetic Patients: 2. A New Model for Inpatient Support Services Clin. Diabetes, July 1, 2003; 21(3): 136 - 139. [Full Text] [PDF]