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The clinical approach to the renal patient requires high technical precision, given that modifications in extracorporeal hemodynamics present a narrow clinical safety margin. Under this premise, the objective of this review is to determine the efficacy of educational interventions in the competency domain of dialysis personnel. To this end, changes in the operational competencies of nursing staff after participating in training programs were evaluated. A total of 600 initial records were identified in indexed databases. After the selection process, 17 primary studies (1998-2025) conducted in Latin America, Europe, and Asia were included. Methodological quality was assessed using the Joanna Briggs Institute (JBI) tool for quasi-experimental studies. Likewise, the studies predominantly used Likert scales and evaluation questionnaires. The findings show an increase in clinical competencies. Interventions that implemented clinical simulation, blended learning (b-learning), and EDTNA/ERCA operational guidelines produced statistically significant improvements (p < .05) in the technical skills of the staff. However, postgraduate curricular programs present a lack of standardization. Therefore, structuring continuing education with validated pedagogical models constitutes a fundamental preventive strategy to reduce the risks associated with vascular access management and the monitoring of renal replacement therapy.
