Assessment of the Educational Needs of Spanish Nurses in the Care and Management of Patients with Diabetes

TL;DR

Spanish nurses need better continuing education in diabetes care that is practical, accessible, and combines online and in-person learning.

Contribution

Identifies specific educational needs and preferred learning models for Spanish nurses managing diabetes patients.

Findings

Nurses desire hybrid learning models combining online and in-person training.

Rural nurses benefit more from virtual training due to geographic barriers.

Digital resources and clinical simulations are requested to improve real-time decision-making.

Abstract

Introduction: The rising prevalence of chronic diseases such as diabetes poses significant challenges to healthcare systems globally, requiring specialized care and management. Nurses play an essential role in educating and caring for patients, but current continuing education programs often fail to meet the practical needs of clinical settings. Methods: This study used a qualitative descriptive–interpretative approach, conducting semi-structured interviews with 24 nurses working in primary care and hospital settings across Spain. The interviews focused on their experiences, perceptions, and educational needs in diabetes care. A thematic analysis was performed to identify key trends and insights. Results: Nurses emphasized the importance of ongoing education in building professional confidence and improving patient care outcomes. However, they reported significant barriers, including limited time, high costs, and a lack of practical focus in existing training programs. Participants favored hybrid learning models, which combine the flexibility of online training with the hands-on experience of in-person sessions. Nurses in rural areas highlighted the value of virtual training to overcome geographic constraints, while those in urban environments preferred hybrid approaches. Additionally, nurses called for accessible and concise resources, such as digital libraries and clinical simulations, to support decision making in real time. Conclusions: To be effective, diabetes- and ostomy-focused continuing education must align with nurses’ clinical realities and individual needs. Combining digital tools with practical in-person learning can enhance accessibility and foster the practical application of skills. These findings provide actionable insights for designing education programs that advance both patient care and nurses’ professional development.