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Effect of Educational Intervention on Oxygen Therapy Knowledge and Prescription Practices in an Inpatient Community Hospital: A Quality Improvement Initiative

Administering oxygen therapy is an essential part of managing and preventing hypoxemia in both acute and chronic conditions. It is important to note that administering excessive oxygen can also be harmful, particularly in patients with certain respiratory conditions. Therefore, oxygen therapy should always be prescribed and monitored by a healthcare professional. The aim of this quality improvement initiative is to determine the outcome of Education on Knowledge and practice of Oxygen therapy after 8 weeks of intervention. This cross-sectional study was carried out at the Metropolitan hospital center, New York, across the medical wards and intensive care unit (ICU) over a period of 12 weeks. A self-administered structured questionnaire was used to assess knowledge and practice related to oxygen therapy among resident doctors and nurses. Data from electronic prescribing record of all patients who received oxygen therapy over a period of 2 weeks was collected. After 8 weeks of education, questionnaires were distributed again to assess knowledge and practice of oxygen prescription. Data was also collected again from electronic prescribing record of all patients who required supplemental oxygen over a period of 2 weeks. Thirty-two resident doctors participated in this study pre and post educational intervention, while 9 nursing staff participated in the pre intervention phase. Knowledge of respiratory physiology was good (>80%) among resident doctors and nurses. On the average, knowledge of indications for oxygen supplementation was poor (55.5%) pre intervention and moderate (71.1%) post intervention. There was a statistically significant improvement (p value <0.0001) on the erroneous concept of oxygen as a treatment of breathlessness without hypoxia from preintervention (21.9%) to post intervention (75.0%). On the average, knowledge of the conditions in which oxygen saturation of >92% should be avoided was poor among resident doctors (57.3%) and nurses (40.8%) with some improvement post intervention (61%). Objectively, 56.5% of charts had documented oxygen prescription with significant improvement in documentation post intervention to 100% (p 0.0002). Documentation of target saturation in patients chart improved from 21.7% pre intervention to 48.0% post intervention although not statistically significant (0.059). About two-thirds of study participants (63.4%) have not received any training on oxygen supplementation in acute care setting within the past year. We concluded that knowledge of oxygen therapy and practice of oxygen therapy prescription and administration in our healthcare setting is suboptimal. Education improved prescription of supplemental oxygen in patients charts along with inclusion of target saturation.

Oxygen Therapy, Oxygen Prescription, Hypoxemia, Respiratory Failure

APA Style

Adebola Oluwabusayo Adetiloye, Farhana Alladin, Abida Naz, Kuldeep Ghosh, Olurotimi Badero, et al. (2023). Effect of Educational Intervention on Oxygen Therapy Knowledge and Prescription Practices in an Inpatient Community Hospital: A Quality Improvement Initiative. International Journal of Biomedical Engineering and Clinical Science, 9(3), 30-37. https://doi.org/10.11648/j.ijbecs.20230903.11

ACS Style

Adebola Oluwabusayo Adetiloye; Farhana Alladin; Abida Naz; Kuldeep Ghosh; Olurotimi Badero, et al. Effect of Educational Intervention on Oxygen Therapy Knowledge and Prescription Practices in an Inpatient Community Hospital: A Quality Improvement Initiative. Int. J. Biomed. Eng. Clin. Sci. 2023, 9(3), 30-37. doi: 10.11648/j.ijbecs.20230903.11

AMA Style

Adebola Oluwabusayo Adetiloye, Farhana Alladin, Abida Naz, Kuldeep Ghosh, Olurotimi Badero, et al. Effect of Educational Intervention on Oxygen Therapy Knowledge and Prescription Practices in an Inpatient Community Hospital: A Quality Improvement Initiative. Int J Biomed Eng Clin Sci. 2023;9(3):30-37. doi: 10.11648/j.ijbecs.20230903.11

Copyright © 2023 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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