# The Central Role of Learning in Preventing Foot Complications in Persons With Diabetes: A Scoping Review

## TL;DR

This review explores how learning strategies can help people with diabetes manage foot care better and prevent complications.

## Contribution

The study identifies key learning themes and proposes a framework for improving foot care education in diabetes.

## Key findings

- Two main themes emerged: comprehensive understanding and self-efficacy, and practical knowledge leading to improved foot care.
- Subthemes included integrative learning, motivational learning, and feedback-based learning.
- Tailoring education to personal learning styles and continuous support improves foot care outcomes.

## Abstract

Despite a variety of literature reviews, there is limited understanding of the learning strategies healthcare professionals use to help patients adopt and maintain effective foot care practices.

To explore learning processes and educational strategies for persons with diabetes focusing on foot care and examine how different learning processes influence these strategies.

The scoping review followed the methodological framework established by Arksey and O'Malley and refined by Levac et al. Additionally, the PRISMA‐ScR checklist was followed. A literature search was conducted in the PubMed, CINAHL, MEDLINE and Academic Search Premier databases, using specific search terms related to diabetic foot care and learning strategies. The selection process involved screening 906 articles based on inclusion criteria such as relevance to diabetic foot care, learning processes, and educational strategies, and excluded studies that were not written in English. The data were charted and quantitative and qualitative data were synthesised and thematically analysed to identify key learning strategies.

The analysis identified two main themes: learning insights for comprehensive understanding and self‐efficacy, and increased practical knowledge leads to improved footcare. Subthemes included integrative and reflective learning, motivational and collaborative learning, task‐oriented and procedural learning, and feedback and reinforcement‐based learning.

Effective diabetic foot care education should be multifaceted, incorporating deep learning, practical skills, and motivational elements. Early learning plays a central role in this process. Tailoring educational interventions to personal learning styles and providing continuous support can significantly improve patients' foot care outcomes. A framework for understanding the progressive stages of patient learning and self‐management is presented as a starting point. Future research should focus on developing and evaluating educational models that address diverse learning needs, ultimately contributing to better management and prevention of diabetic foot complications.