Educational content and strategies for teaching local wound assessment: a scoping review protocol

Introduction: Local wound assessment is a core component of evidence-based nursing practice, enabling accurate diagnosis, monitoring of healing progression, early detection of complications, and informed clinical decision-making. Despite its recognized importance and ongoing educational advances, evidence remains inconsistent regarding the most effective content, teaching–learning strategies, and assessment methods to develop competence in local wound assessment. Objectives: To map and synthesize the literature on educational content and teaching–learning strategies used to teach nurses and nursing students about local wound assessment, and to identify procedures and instruments employed to evaluate knowledge and learner satisfaction with these interventions. Methodology: This scoping review will be conducted in accordance with the Joanna Briggs Institute (JBI) methodology and reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews guidelines. The review will address the question: What is the existing evidence on educational content, teaching–learning strategies, and the procedures or instruments used to assess nurses’ and nursing students’ knowledge of local wound assessment and their satisfaction with the related educational interventions? Comprehensive searches will be conducted across scientific databases and grey literature sources, with no restrictions on language or publication date. Conclusion: This review will systematically map the evidence on how nurses and nursing students are taught to perform local wound assessments. By identifying effective approaches and current gaps in wound care education, the findings are expected to inform curriculum development, support evidence-based teaching practices, and guide future research toward the standardization of wound assessment education in nursing.