With the advent of digital transformation in healthcare, the use of digitally-enabled devices and services is rising, heralding a promising new era in diabetes treatment. This shift in healthcare consumption necessitates the development of new working patterns and recognises the need for lifelong learning (Carlsson et al., 2022) and digital literacy. Our study, therefore, delves into the realm of Continuing Professional Development (CPD) for Diabetes Specialist Nurses (DSNs), who play a pivotal role in integrating technology into clinical practice. While DSNs acknowledge the potential of digitalisation for learning, they also express reservations about its impact on the currency of their knowledge and the delivery of person-centred care (PCC) (Öberg et al., 2018). The quality of workplace learning is crucial for CPD, yet there is a gap in how much workplaces promote learning and CPD (Deutscher & Braunstein, 2023) to maintain PCC. 

Our study comprehensively explores the associations between workplace learning potential and the extent of PCC among DSNs. To gather data, we conducted a cross-sectional online survey with 157 DSNs to assess their perceptions of learning opportunities and PCC within their workplace that promotes CPD. 

The findings of our study bear significant implications. We found a positive association between workplace learning potential and PCC practice. Nurses who perceive workplace learning support are more likely to uphold PCC principles. The finding underscores the need to create supportive learning environments within healthcare organisations to facilitate learning and PCC. It is crucial to highlight the importance of nurses being prepared to adapt to changes in healthcare service delivery and deliver PCC in line with the patient's abilities and needs in the face of digital transformation. Striking a balance between the rapid digital transformation in healthcare and PCC is crucial for nurses to remain competent and compassionate practitioners, and this balance can be promoted by providing ample learning opportunities that promote CPD. 

References:

Carlsson, M., Alm, A. K., & Rising, M. H. (2022). An evaluation of registered nurses’ experiences of person-centered care and competence after participating in a course in digital competence in care. BMC Nursing, 21(1), 368. https://doi.org/10.1186/s12912-022-01151-2 

Deutscher, V., & Braunstein, A. (2023). Measuring the quality of workplace learning environments–a qualitative meta synthesis of employee questionnaires. Journal of Workplace Learning, 35(9), 134-161. 

Öberg, U., Orre, C. J., Isaksson, U., Schimmer, R., Larsson, H., & Hörnsten, Å. (2018). Swedish primary healthcare nurses’ perceptions of using digital ehealth services in support of patient self‐management. Scandinavian Journal of Caring Sciences, 32(2), 961-970. https://doi.org/10.1111/scs.12534