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Background <p>Errors in diabetes treatment are among the most frequently reported adverse events in hospitals and orthopaedic care. This study aimed to identify the learning needs of orthopaedic staff, develop a blended diabetes learning programme, and examine orthopaedic staff experiences of participating in the programme.</p> Methods <p>Nurses and physicians from endocrinological and orthopedic wards at three hospitals in the capital region of Denmark (Bispebjerg, Herlev, Nordsjællands Hospitals) participated in group concept mapping. A total of 193 orthopedic staffmembers completed an e-learning module and 174 attended one of 12 face-to-face classes. We used thematic analysis to analyze data from four focus group interviews (<i>n</i> = 14 nurses) and observations from face-to-face classes.</p> Results <p>We identified 12 learning objectives and identified three overall themes from thematic analysis: <i>learning through cases</i>,<i> combining e-learning and face-to-face course</i>s, and <i>from learning to practice.</i> These themes explained processes and contexts that facilitated or inhibited learning.</p> Conclusions <p>This study identified several key contexts (time, place, level of knowledge, nurse seniority, organisational support) and critical processes (educators’ facilitation, scaffolding, case-based learning) that influence physicians and nurses learning experience and applying it in practice.</p>

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Staff experiences of a newly developed blended learning program to improve diabetes management at orthopedic clinics

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月28日

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  • Charlotte Laerke Weitze,
  • Susanne Myrup Houe,
  • Peter Lommer Kristensen,
  • Pernille Banck-Petersen,
  • Thomas Almdal,
  • Ole Lander Svendsen,
  • Katrine Bagge Hansen,
  • Charlotte Schiøtz,
  • Lone Lindegaard Nordin,
  • Mette Andersen Nexø,
  • Anna Jessen,
  • Kirsten Lomborg,
  • Ulla Bjerre-Christensen

摘要

Background

Errors in diabetes treatment are among the most frequently reported adverse events in hospitals and orthopaedic care. This study aimed to identify the learning needs of orthopaedic staff, develop a blended diabetes learning programme, and examine orthopaedic staff experiences of participating in the programme.

Methods

Nurses and physicians from endocrinological and orthopedic wards at three hospitals in the capital region of Denmark (Bispebjerg, Herlev, Nordsjællands Hospitals) participated in group concept mapping. A total of 193 orthopedic staffmembers completed an e-learning module and 174 attended one of 12 face-to-face classes. We used thematic analysis to analyze data from four focus group interviews (n = 14 nurses) and observations from face-to-face classes.

Results

We identified 12 learning objectives and identified three overall themes from thematic analysis: learning through cases, combining e-learning and face-to-face courses, and from learning to practice. These themes explained processes and contexts that facilitated or inhibited learning.

Conclusions

This study identified several key contexts (time, place, level of knowledge, nurse seniority, organisational support) and critical processes (educators’ facilitation, scaffolding, case-based learning) that influence physicians and nurses learning experience and applying it in practice.