Learning Needs in Heart Failure Care Across Patients, Caregivers, and Healthcare Professionals: A Scoping Review of Asian Studies.

Background: Heart failure (HF) is a significant and growing public health challenge in Asia. Effective HF management relies heavily on sustained self-care and education involving not only patients but also family caregivers and healthcare professionals. However, no previous review has systematically mapped the multidimensional learning needs of patients, family caregivers, and healthcare professionals in this region. Purpose: This scoping review aimed to identify, categorize, and synthesize existing evidence on learning needs in HF care from the perspectives of patients, caregivers, and healthcare professionals across Asian populations. Methods: Using the Arksey and O'Malley framework and reported in accordance with PRISMA guidelines, four databases (PubMed, Scopus, EBSCOhost, and Taylor & Francis) and the Google Scholar search engine were searched for Asian studies on August 19, 2025. Sixteen eligible studies published between 2010 and 2025 were included. Data were charted and analysed thematically to identify patterns and variations across three stakeholder perspectives. Results: A total of 16 studies were included in this review. The thematic analysis identified three perspectives of learning needs. From the patients' perspective, the key priorities were disease knowledge, medication management, symptom recognition, lifestyle modification, and psychosocial adaptation. Caregivers' perspective emphasised practical caregiving skills, emotional resilience, and access to guidance and social support. Meanwhile, the healthcare professionals' perspective highlighted patient-centred communication, consistent educational delivery, and interprofessional coordination. Conclusion: This review demonstrates a clear need for an integrated and culturally responsive educational framework that aligns the learning priorities of patients, caregivers, and healthcare professionals. Educational interventions should address both clinical and psychosocial dimensions of HF care. Nurses play a crucial role as key educators within multidisciplinary teams and should be empowered to facilitate coherent, continuous, and patient-centered learning across care settings.