Background/Aims
Dysphagia affects up to 64% of people following stroke and is associated with increased risks of aspiration pneumonia, malnutrition, prolonged hospital stays, and mortality. In acute stroke care, nurse-led dysphagia screening is essential for early identification and timely management; however, the education provided to nurses varies considerably in content, delivery, and accessibility. This presentation synthesises evidence from a scoping review and an exploratory qualitative study to examine how nurses are educated to undertake dysphagia screening in acute stroke settings, with a particular focus on education quality and end user experience.
Methods
A scoping review was conducted using the Arksey and O’Malley framework and reported according to PRISMA‑ScR guidelines, with thematic synthesis guided by Braun and Clarke’s approach.
Results
The scoping review identified substantial variation in nurse education across healthcare settings. Education that integrated theory with practical skill development improved screening accuracy, confidence, and protocol compliance. Multimodal approaches, including face-to-face training, simulation, and online learning, supported flexibility in busy acute stroke environments, while ongoing education and competency assessment were critical for skill retention. Qualitative findings highlighted the accessibility of online education but also identified barriers related to engagement, contextual relevance, and limited opportunities for skill validation.
Conclusion
Effective nurse-led dysphagia screening in acute stroke care depends on structured, multimodal, and ongoing education that meets end user needs. Standardised, evidence-based education frameworks, supported by speech language pathologists and clinical champions, are needed to reduce variation, strengthen patient safety, and improve stroke outcomes.