The Canadian Wound Care Education Framework

Abstract

Purpose

This article aims to outline a conceptual framework for the development of wound care knowledge and illustrate how members of the interprofessional health care team can enhance their understanding and practice of wound management within the Canadian context.

Methods

We used a qualitative descriptive research design with a qualitative content analysis approach for this study. A review of the literature regarding professional education frameworks combined with an exhaustive search of Canadian wound care education programs, guided the data collection of this study. To guide the development of the conceptual framework, we utilized a metaphor of a tree and identified educational pathways through both academic and experiential methods.

Results

The Canadian Wound Care Education Framework is presented along with the Model of Canadian Wound Care Education. This framework will assist those looking to develop their understanding of wound management and the options available to do so within a Canadian context. This framework will also provide an overview of available educational opportunities, gaps in the current wound care educational options and an improved understanding of wound management knowledge creation.

Conclusions

We have introduced a comprehensive conceptual framework for developing wound care knowledge and guiding learners through multiple educational pathway options in Canada. Utilizing a tree metaphor and exploring academic and experiential branches offer insight into available wound care education opportunities. Furthermore, the framework outlines gaps within the current wound care educational landscape in Canada and supports those looking to improve their understanding of wound management through a deeper understanding of knowledge creation and learning progression within a Canadian context.