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

Abstract

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.