Es Education Prioritization

---
name: es-education-prioritization
description: When inpatient diabetes education staff are limited, prioritize education for patients at high risk for readmission, admitted for diabetes-related hyperglycemia, or newly diagnosed/starting insulin. Use this skill when clinicians ask, "Which patients should receive diabetes education first given limited staff?"
---

# Prioritize inpatient diabetes education for patients at high risk for readmission, diabetes-related admission, or newly diagnosed/starting insulin

## STEP 1 — Gather Information
Collect: admission diagnosis (diabetes-related vs other), diabetes status (known vs newly diagnosed), insulin therapy status (new start vs established), and readmission risk factors (prior admissions, comorbidities, socioeconomic barriers).  
**Action:** If data obtained, proceed to prioritization assessment.

## STEP 2 — Rule In / Rule Out
Does the patient meet any prioritization criterion: high readmission risk, diabetes-related admission, newly diagnosed diabetes, or newly started insulin?  
- **Yes:** Mark as high priority for education.  
- **No:** Mark as routine/low priority.  
**Action:** Route high‑priority patients to Step 3; low‑priority patients receive education only if capacity remains after high‑priority needs are met.

## STEP 3 — Classify or Stratify
Among high‑priority patients, stratify into tiers:  
| Tier | Criteria |  
|------|----------|  
| 1 (Highest) | Meets ≥2 criteria (e.g., readmission risk + diabetes‑related admission OR new insulin + readmission risk) |  
| 2 (Medium) | Meets exactly 1 criterion |  
**Action:** Assign Tier 1 patients first, then Tier 2 as educator time allows.

## STEP 4 — Decide
Allocate limited diabetes educator time to Tier 1 patients, then Tier 2, then routine patients if capacity remains.  
**Action:** Schedule education sessions, document provided content, and arrange outpatient DSMES follow‑up before discharge.

## Clinical Guardrails / Mimics / Pitfalls
Do not delay education for patients with active hypoglycemia or pending critical procedures; avoid substituting education with only medication reconciliation; ensure survival‑skill validation (e.g., insulin administration, glucose monitoring) is included; do not rely solely on generic handouts without teach‑back verification.

## Concrete Clinical Example
A 68‑year‑old admitted for hyperglycemia (BG 250 mg/dL) with known type 2 diabetes, two prior admissions in the past 6 months, and newly started basal insulin. Meets readmission risk and new‑insulin criteria → Tier 1 → receives prioritized inpatient diabetes education before discharge.

**Source:** Management of Hyperglycemia in Hospitalized Adult Patients in Non-Critical Care Settings: An Endocrine Society Clinical Practice Guideline, Endocrine Society, 2022, https://doi.org/10.1210/clinem/dgac278