Nurses’ learning about foot care for patients with diabetes: A rapid review

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Detalles Bibliográficos
Publicado en:	Nurse Education in Practice vol. 88 (Oct 2025), p. 104560-104570
Autor principal:	Björk, Kristofer
Otros Autores:	Andersson, Susanne, Hellstrand Tang, Ulla, Eriksson, Henrik
Publicado:	Elsevier Limited
Materias:	Problem based learning Intervention Teaching methods Diabetes Nurses Knowledge Patients Professional development Professional training Medical research Lifelong learning Clinical medicine Amputation Medical personnel Online instruction Learning Practical aspects Leg ulcers Foot diseases Clinical research Distance learning Internet Education Workshops Computer assisted instruction > CAI Nursing Skills Learning outcomes Prevention Nursing care Work skills Transferability Interdisciplinary aspects Guidelines Learning Activities Supervision Literature Reviews Experiential Learning Check Lists Reflective Teaching Information Seeking Database Management Systems Course Content Barriers Caring Physical Disabilities Reflection Educational Technology Meta Analysis Patient Education Search Strategies Electronic Learning Integrated Activities Informal Education
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Descripción
Resumen:	Aim To explore learning methods for nurses caring for patients with diabetes, focusing on foot care. Background Effective foot care is essential to prevent complications in patients with diabetes. While nurses play a key role in this care, many lack adequate knowledge and skills. Continuous professional development and targeted learning interventions are crucial for improving nurses’ knowledge. Design A rapid review was conducted to synthesize existing evidence on learning interventions for nurses in foot care for patients with diabetes. Method The literature search was performed in PubMed, CINAHL, MEDLINE and Academic Search Premier, which were selected for their broad coverage of nursing and medical research. The review followed Dobbins’ five-step model, which involves defining a practice question, systematically searching for evidence, critically appraising sources, synthesizing evidence and assessing applicability and transferability. Additionally, the PRISMA 2020 checklist was followed. Results Eight studies were included, highlighting learning to improve and contain knowledge through various learning interventions such as e-learning, workshops, problem-based learning and multidisciplinary consultations. The findings indicate that interactive and practical learning methods improve nurses’ knowledge and skills in foot care for patients with diabetes. Conclusions Practical and interactive learning methods are crucial for enhancing nurses’ knowledge in foot care for patients with diabetes. Continuous education and reflection are essential for long-term improvements in clinical practice. Future research should focus on the learning process itself to better understand how nurses internalize and apply new knowledge. Emphasizing theoretical and practical aspects of education can lead to more effective and sustainable learning outcomes.
ISSN:	1471-5953 1873-5223
DOI:	10.1016/j.nepr.2025.104560
Fuente:	Sociology Database