Learning Needs Assessment (LNA) is a fundamental component of professional nursing development, especially in tertiary care settings where nurses require specialized clinical and non-clinical competencies. King Fahad Specialist Hospital–Dammam (KFSHD), a major tertiary center in Saudi Arabia, provides advanced services across oncology, transplant, neurosciences, medical, surgical, critical care, and emergency departments. Due to the complexity of these specialties, assessing nurses’ learning needs is essential for guiding targeted continuing education activities. Aim: This study aimed to identify nurses’ learning needs across four components of continuing education, determine preferred locations and durations for learning activities, identify preferred learning methods, examine perceived barriers, evaluate satisfaction with current programs, and compare results across different years of experience. Methods: A cross-sectional survey was conducted in a tertiary hospital across all different levels of nursing. Sample was collected using quota sampling across inpatient and outpatient nursing departments at KFSHD. An online questionnaire consists of six domains was distributed to all nurses, supported by automated reminders to enhance participation. Data were analyzed using SPSS 2024 through descriptive statistics, chi-square testing, and content analysis. Results: A total of 903 nurses participated. The highest reported learning needs were related to emergency response (40.5%), crash cart and defibrillator use (34.6%), and medication courses (29.3%). Most participants (74.3%) preferred continuing education activities lasting no longer than one day, and nearly half indicated a preference for session durations of 15–30 minutes. Lecture-based presentations were the most preferred learning method (47.2%), while work schedule conflicts were the primary barrier to attendance (42.3%). Experience-based differences were evident, with less experienced nurses up to 5 years expressing higher learning needs for medication-related courses, while nurses with more than 15 years of experience showed greater needs for documentation training. Additionally, nurses with mid-level experience of 6-10 years demonstrated increased interest in nursing informatics. Conclusion: Nurses at KFSHD value continuing education and benefit most from short, experience-tailored training sessions. Educators should adopt micro learning and create level-specific pathways focused on high-priority clinical skills. Administrators must address workload barriers by providing flexible learning time and ensuring programs align with learning needs and operational realities.