Background/Aims
Dysphagia is a common complication following stroke, affecting 27–64% of patients and contributing to poorer outcomes and increased morbidity. Nurse‑led dysphagia screening is central to early identification and management; however, education provided to nurses on the use of screening tools varies across healthcare settings. This scoping review aimed to map and synthesise approaches to educating registered nurses in dysphagia screening in acute stroke care.
Methods
This scoping review followed the Arksey and O’Malley framework and was reported in accordance with PRISMA‑ScR guidelines. Peer‑reviewed studies were systematically identified, screened, and analysed. Data were synthesised using descriptive thematic analysis informed by Braun and Clarke’s approach.
Results
Ten studies met the inclusion criteria. Four key themes were identified. Education integrating theoretical knowledge with practical skill development improved nurses’ confidence and competence in dysphagia screening. Multimodal education approaches, including didactic teaching, simulation, hands‑on practice, and e‑learning, supported diverse learning needs. Ongoing education through refresher training and competency assessment was essential for maintaining screening skills. Finally, standardised screening protocols enhanced practice consistency and supported quality assurance in acute stroke settings.
Conclusion
Structured, multifaceted, and ongoing education is fundamental to effective nurse‑led dysphagia screening in acute stroke care. Although current approaches demonstrate positive outcomes, variability and limited standardisation persist. Collaboration with speech‑language pathologists and clinical champions supports education delivery and implementation. Development and evaluation of standardised, evidence‑based education frameworks are needed to promote consistent, high‑quality dysphagia screening and improve stroke care outcomes.