Survey of awareness of acute oxygen therapy in nursing and midwifery students of Ardabil University of Medical Sciences - 2022

Survey of awareness of acute oxygen therapy in nursing and midwifery students of Ardabil University of Medical Sciences - 2022 | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Survey of awareness of acute oxygen therapy in nursing and midwifery students of Ardabil University of Medical Sciences - 2022 Mohammad This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6600881/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Background and Objective Awareness of acute oxygen therapy in medicine is of particular importance for diagnosis, prevention of complications, and increasing the effectiveness of treatment. Learning the principles of oxygen therapy, its indications, and complications is formed during student life. Therefore, this study was conducted with the aim of determining the awareness of acute oxygen therapy in nursing and midwifery students of Ardabil University of Medical Sciences. Methods This cross-sectional descriptive study was conducted in October 2013 on 423 nursing and midwifery students at Ardabil University of Medical Sciences. The data collection tool was the Acute Oxygen Therapy Awareness Questionnaire by Desallo et al. (2019). The validity of the tool was obtained with the Cronbach's alpha technique (a=0.87). Data analysis was performed with SPSS version 21 software using one-sample t-test, ANOVA, and independent t-test, and the significance level of statistical tests was considered less than 0.05. Findings The results showed that 14.1% of students had participated in an oxygen therapy workshop and 54.4% of them had experience connecting oxygen to a patient. The mean score of acute oxygen therapy awareness was 50.71±7.09 and 82% of them had moderate awareness of acute oxygen therapy. The documentation score for oxygen delivery (5.94±1.16) and oxygen delivery skills (9.69±1.8) were lower than the criterion value and statistically significant (P<0.001). The knowledge score of acute oxygen therapy in nursing students (52.92±4.5), participants in oxygen therapy workshops (53.81±5.5), and experience of connecting oxygen to the patient (52.62±5.8) were higher than others, and the difference was significant (P<0.001). Conclusion Awareness of acute oxygen therapy among the students in the study was moderate. Therefore, holding educational workshops on the importance of oxygen therapy and applying theoretical knowledge of oxygen therapy in the clinic is recommended to improve student performance. Nursing Awareness Oxygen Therapy Nursing Student Introduction Oxygen therapy is a life-saving intervention administered to prevent the risk of death or damage to target organs due to inadequate oxygen levels ( 1 ). Therefore, oxygen therapy is a life-saving procedure and most hospitalized patients require acute oxygen therapy ( 2 , 3 ). Oxygen therapy, as the administration of oxygen at a concentration higher than the oxygen concentration in the atmosphere, provides adequate oxygen transport, facilitates breathing, and reduces the workload of the heart( 4 ). A comprehensive understanding of oxygen therapy includes several key concepts, including recognizing hypoxemia, using different oxygen delivery devices, preventing complications associated with oxygen therapy, and monitoring and evaluating its effectiveness ( 1 ). Indications for the use of acute oxygen therapy include hypoxia, hypoxemia, cardiorespiratory arrest, hypertension, low cardiac output, metabolic acidosis, and respiratory distress ( 3 ). The results of a study by Bursa University, Turkey (2018) showed that approximately 8,380 patients were admitted to the emergency department annually, of which more than half, 6,870 patients (81.9%) required acute oxygen therapy ( 4 ). Research shows that nurses with good knowledge of oxygen therapy are 12 times more likely to provide effective patient care than nurses with limited knowledge ( 5 ). However, evidence suggests that many nurses lack sufficient knowledge of oxygen therapy, which stems from their education and the formation of professional knowledge and competence ( 4 ). Furthermore, the misuse of acute oxygen therapy is fatal, and its inadequate use can expose critically ill patients to the risk of organ hypoxia ( 4 , 6 ). Therefore, learning about oxygen therapy and monitoring its effects is crucial ( 4 ). In healthcare settings, nurses are often responsible for acute oxygen therapy and immediate response to adverse effects of therapy ( 7 ). However, studies have shown that there is a significant gap in nurses’ knowledge about how to use oxygen correctly ( 8 , 9 ). For example, a study in Ethiopia found that only one-third of nurses had practical knowledge of how to use oxygen ( 5 ). A study in Turkey showed that nurses over 45 years of age and more than 14 years of experience in the surgical department did not perform well in oxygen therapy ( 3 ). In Saudi Arabia, there was also a lack of proper knowledge among nurses about oxygen therapy ( 8 ). Also, in Iran, 74.5% of nurses had a good level of performance in oxygen therapy ( 10 ). Nursing students, as future health care providers, must acquire sufficient knowledge about oxygen therapy to meet the professional standards expected in nursing practice at the university level ( 4 ). Therefore, nursing students should be fully aware of acute oxygen therapy, its indications, effects of its use, and its documentation ( 1 , 4 ). Because learning the principles of oxygen therapy, its indications, and complications also occurs during the student period ( 11 , 12 ). The gap between nursing theory and practice, the theoretical acquisition of nursing students, has been frequently documented, discussed, and defined as a mismatch in the literature ( 4 ). The results of the Raman study indicate that there is a gap between the actual experience of the student and the skill, and that students often express a lack or inadequate engagement with the necessary procedures. As many employers believe, the readiness of many new nursing graduates to start work is insufficient ( 13 , 14 ). Today, with shorter hospital stays and more acute and dependent patients, as well as patients' awareness of not working with students, students' opportunities to practice and learn clinical skills have decreased ( 11 , 15 ). Thus, it is possible that students may not encounter all clinical skills during their internship and may not have the opportunity to practice all skills ( 12 ). Some studies show that medical students do not have sufficient knowledge about the use and methods of oxygen therapy, and this in turn leads to medical errors, patient dissatisfaction, and problems in the treatment process ( 9 , 13 , 16 ). Nursing students should be aware of the effects of acute oxygen therapy, take responsibility for implementing and evaluating oxygen administration, and use this information appropriately in clinical practice during their studies and in the institutions where they work after graduation ( 17 ). Therefore, acquiring various clinical skills, including oxygen therapy, in the medical team during their studies is of great importance. Studies on increasing the professional skills of these individuals can have a significant impact on identifying the weaknesses and strengths of the current training program and can serve as a basis for correcting the shortcomings of clinical education ( 16 , 17 ). Therefore, determining the status of knowledge about oxygen therapy in nursing students can play an important role in addressing educational gaps and improving the quality of their patient care in the future. Therefore, the present study aimed to determine the knowledge about acute oxygen therapy in nursing and midwifery students of Ardabil University of Medical Sciences in 1402. To provide valuable insights into the current situation, curriculum reforms, teaching methods, and evaluation strategies. Materials and Methods This study is a descriptive cross-sectional study. The statistical population of this study was nursing and midwifery students (nursing, operating room, emergency medicine, midwifery) studying at Ardabil University of Medical Sciences (Ardabil, Meshkinshahr, Germi) N=846 people (population size) in 1402. The sample size in this study was calculated using the formula Considering a confidence interval of 95%, an error of 5%, and a proportion of the studied trait of 50%, it was estimated that about 384 people were included, which was 423 people with a 10% dropout rate (38 people). This number was selected by simple random sampling, taking into account the proportion of students from 3 faculties. Having at least one semester of study and willingness to participate in the study were considered as inclusion criteria, and failure to respond to more than 5% of the questions were considered as exclusion criteria. The data collection tool was a two-part questionnaire: a) Personal and social characteristics: including 14 questions (gender, age, marital status, educational background, residential status, field of study, history of oxygen connection to the patient, place of study, awareness of the World Health Organization's oxygen therapy guidelines, student work history, participation in oxygen therapy workshops, study of oxygen therapy guidelines, adherence to oxygen therapy guidelines, personal study of oxygen therapy) B) Questionnaire to assess knowledge of acute oxygen therapy in nursing and midwifery students: This tool was first designed and developed by DeSalvo et al. (2019). It is a self-report tool that has 23 questions in a 3-point Likert format (true, false, don't know). The tool's score range is between 23-69 and has 5 subcomponents: • Domain 1: Oxygen awareness, 5 questions. • Domain 2: Hypoxemia diagnosis, 5 questions. • Domain 3: Indications for acute oxygen therapy, 5 questions. • Domain 4: Documentation of oxygen delivery, 3 questions. • Domain 5: Oxygen delivery skills, 5 questions. Awareness of acute oxygen therapy was classified into 3 levels of awareness, poor, moderate, and good, using the quartile rule. The validity and reliability of the instrument have been confirmed in the study of Desallo et al. (2019). The average content validity index of the instrument was CVI = .85 and its reliability with test-retest kappa coefficient was reported to be .987-.546 (18). The face validity and content validity of the instrument were examined by ten members of the university faculty using the Waltz and Bassel technique. (CVR = .78, CVI = .77). The reliability of the instrument was also calculated using Cronbach's alpha method (a = .84). This tool had no cut-off point, but the closer the average score of the samples was to 69, the better the knowledge of acute oxygen therapy. The average score of acute oxygen therapy knowledge was compared with the criterion score (46). The following formula was used to calculate the criterion score: the maximum score obtained minus the minimum score obtained divided by two plus the minimum score obtained (19). Data were analyzed in software (SPSS version 21) using central and dispersion indices (mean, median, standard deviation) and analytical statistics (one-sample t-test, independent t-test, Pearson correlation coefficient). Findings • In this study, the response rate was 98.5%. The results showed that 53.2% of the samples were female and 84.2% were single. 54.4% of the students had a history of connecting oxygen to a patient and only 14.1% of them had participated in an oxygen therapy workshop. 1/21% of the samples had a history of student work and 24.2% of them stated that they had read the WHO guidelines on oxygen therapy. Other demographic information is shown in Table (1). • The results showed that students scored the highest (2.70±0.64) on item 4, "Inappropriate use of oxygen causes harm," and the lowest (1.68±0.72) on item 21, "A 12-year-old with respiratory dysfunction should choose 60% FiO2 as the initial dose to achieve oxygen saturation of 94-98%." The mean total score for acute oxygen therapy awareness was 50.71±7.09 (Table 2). The results showed that the mean and standard deviation of the acute oxygen therapy score was 50.71±7.09 and 82% of students had moderate knowledge of acute oxygen therapy. Also, the mean knowledge score of oxygen therapy was higher than the criterion value (46) and this difference was significant (p<0.001) (Table 3). The results showed that the average score of knowledge of oxygen therapy (12.38 ± 2.25) was higher than other dimensions and this difference was statistically significant. The results also showed that the documentation score for oxygen supply was lower than the criterion value (6) and this difference was statistically significant. The skill of oxygen supply was also lower than the criterion value and this difference was statistically significant (Table 4). The results showed that the average score of knowledge about acute oxygen therapy in nursing students was higher than that of students in other fields, and this difference was significant (P<0.02). The average score of knowledge about acute oxygen therapy was higher in students who had a history of connecting oxygen to a patient than in students who did not have such experience. Also, the average score of knowledge about oxygen therapy in dormitory students was lower than that of non-dormitory students (P<0.001). The average score of knowledge about acute oxygen therapy in students participating in the oxygen therapy workshop was higher (53.81±5.50) than others, and the difference was also significant (P<0.001) (Table 5). Also, students who had personal study about oxygen therapy (53.51±17.7) had higher scores than others and the difference was also significant. Students who had experience connecting oxygen to a patient had higher scores on knowledge of acute oxygen therapy (52.72±80.5). (P<0.001) Discussion This study aimed to "determine the awareness of acute oxygen therapy among nursing and midwifery students at Ardabil University of Medical Sciences." The findings showed that the awareness of acute oxygen therapy among nursing and midwifery students was moderate. This finding was consistent with the study by Ahmad et al. (2020). They also evaluated the knowledge and performance of nursing students in the General Hospital of Mosul, Iraq, and showed that out of 30 nursing students, 5 (16.7%) had insufficient knowledge and 15 (50%) had average knowledge (20). Hong et al. (2024) also showed that nursing students' awareness of oxygen therapy was average (1). In contrast, in the study by Demirel et al. (2020), the level of nurses' awareness about oxygen therapy was lower than expected, and their knowledge was inadequate, especially in terms of methods of applying oxygen therapy (3). In the study by Novin et al. (2019), the level of nursing students' awareness about oxygen therapy in the neonatal care unit was also high (4). This difference may be due to the different research settings and sample sizes of the studies. • The findings showed that the average score of oxygen delivery skill in students was lower than the criterion value and this difference was significant. This finding is consistent with the study by Zelke et al. (2021), who also showed that only 33% of nurses performed well in providing oxygen therapy to patients. They argued that this may be due to a lack of training for nurses in oxygen therapy, lack of access to standard oxygen therapy guidelines, increased workload for nurses (due to nurses' activities exceeding their job description), and inadequate supply of oxygen therapy systems (5). In the study of Hong et al. (2024), the provision of oxygen by students was also poor (1). However, in the study of Jami et al. (2021), which was conducted in Ethiopia, 74.5% of nurses had a good level of performance in providing oxygen therapy (10). Also, according to the study of Getahen et al. (2022), which was based on the performance and management of oxygen therapy, nurses had a good performance (21). • Other studies have also shown that clinical nurses also had poor knowledge of oxygen therapy and appropriate oxygen flow rates (22, 23). The reason for this discrepancy may be that our study was conducted on students, while the study conducted in Ethiopia was conducted on nurses. • Also, the average documentation score for oxygen supply was lower than the criterion value, and this difference was statistically significant. This study is consistent with the findings of Farhan Zaidi et al. (2017) who showed that adequate assessment and documentation of supplemental oxygen needs is rarely performed in hospitalized patients with COPD (24). A study by Asiak et al. (2017) on 293 patients also showed that oxygen therapy was used in 34.3% of patients, but oxygen saturation was not recorded in 14.1% of cases (25). While this situation was reported positively in the study by Hong et al. (2024) (1). • El-Oshan et al. (2019) showed that there is a gap between the knowledge, attitude, and practice of emergency nurses regarding the control of side effects of oxygen therapy and the documentation of relevant actions (8). The results of the research by Mellingen et al. (2016) showed that significant changes in daily documentation were observed on the sheet between two data collection points, and the lack of adequate space on the nursing care chart sheet may explain the lack of oxygen documentation. After professional feedback and discussion with nurses and doctors on the ward, it was decided to start using a more appropriate observation sheet. A new observation sheet was developed with more space to document the oxygen therapy method and the effect of oxygen therapy, and training was provided on how to work with the sheet (26). • The findings showed that awareness of acute oxygen therapy was higher in students with student work experience than other students, and students who had experience connecting oxygen to patients had a higher average oxygen therapy score, which is consistent with the results of the study by Hong et al. (2024) (1). The study by Getahon et al. (2022) also showed that nurses with experience, skill, and management of oxygen administration were higher (21). The results of the study by Zelke et al. (2021) also showed that nurses who worked in hospitals during their education had a smaller knowledge gap about oxygen therapy (5). Also, according to a study by Demirel et al. (2020), the average score of nurses' knowledge about oxygen therapy based on their length of employment revealed that the knowledge of nurses who had worked in a department for 14 years or more was statistically significantly lower than the average knowledge of nurses who had worked in the department for 5 years or less (3). Students who have clinical experience will definitely have a greater understanding of acute oxygen therapy. Based on Bloom's taxonomy of knowledge levels, students' knowledge is categorized from simple to complex, from recall, comprehension, application, analysis, evaluation, and judgment. Therefore, if students apply their knowledge in practice, it will help them to remember information and knowledge related to acute oxygen therapy for a long time. • Students who participated in the oxygen therapy workshop had a higher level of awareness of acute oxygen therapy than others. This finding is consistent with the study by Radhi et al. (2022) (1). However, in the study by Demirel et al. (2020), there was no significant difference in the knowledge of nurses who participated in training workshops and those who did not participate in these workshops (3). A study conducted in Addis Ababa, Debre Tabor General Hospital, and Riyadh showed that the lack of training in oxygen use instructions as well as how to use oxygen therapy devices in training workshops affected nurses' knowledge (10). • The findings showed that awareness of acute oxygen therapy was higher in nursing students than in other students, and this finding is consistent with the study by Getahan et al. (2022), which was based on the performance and management of oxygen therapy, and that nurses performed well (21). However, in a study conducted by Zelke et al. (2021), it was found that nurses did not have sufficient knowledge about oxygen therapy (5). Also, according to a study conducted by Fazi et al. (2021), nurses' knowledge about oxygen therapy was lower than expected, in fact, their knowledge was insufficient to apply oxygen therapy methods (27). Therefore, there is a large gap in the knowledge of healthcare providers about various aspects of oxygen therapy, and this lack of knowledge may also be a barrier to optimal oxygen administration. The most commonly reported barriers to lack of awareness of acute oxygen therapy were the lack of protocols for oxygen therapy and the unavailability of equipment, which were associated with the skill of nurses. The use of self-report method and lack of cooperation in completing the questionnaire were limitations of the present study. An attempt was made to control its effects to a large extent by choosing the appropriate time, providing opportunities, explaining the importance of the study objectives, gaining trust and cooperation, and emphasizing the confidentiality of the questionnaires. Conclusion Overall, the results showed that the level of awareness of acute oxygen therapy among nursing and midwifery students at Ardabil University of Medical Sciences was moderate. Therefore, in order to increase students' awareness of acute oxygen therapy, it is suggested that the nursing curriculum be updated and that workshops on the indications for oxygen therapy, its delivery, and documentation be held alongside current educational programs. It can also be useful to invite nurses with high clinical experience to workshops to share knowledge and experiences of oxygen therapy with students. Declarations Conflict of interest The authors declare that there are no conflicts of interest in the writing of this article. Acknowledgements We would like to express our gratitude to the assistance of the Vice Chancellor for Research of the University and all the dear students who helped in conducting this research. Obtaining the code of ethics from the Ethics Committee of Ardabil University of Medical Sciences (. (2321401IR.ARUMS.REC.) was among the ethical principles that were observed in this research. References Hoang TTM, Mai ATL, Trong QD (2024) Knowledge about oxygen therapy in final-year nursing students. Revista de Enfermagem Referência. :1–8 Radhi TA, Arar AA, NURSES'KNOWLEDGE CONCERNING OXYGEN THERAPY TOXICITY AT, MISAN GOVERNORATE HOSPITALS IN IRAQ (2021) Turkish J Physiotherapy Rehabilitation 32(3):2651–4451 Demirel H, Kazan EE (2020) Knowledge levels of nurses about oxygen therapy in Turkey. 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Iraqi Natl J Nurs Specialties 33(2):40–50 Getahun YA, Bizuneh YB, Melesse DY, Chekol WB (2022) Assessment of practice and barriers of oxygen therapy in critically ill patients among nurses: A survey from University of Gondar Comprehensive Specialized Hospital Northwest, Ethiopia, 2021. Annals Med Surg 76:103481 Desalu OO, Ojuawo OB, Adeoti AO, Oyedepo OO, Aladesanmi AO, Afolayan OJ et al (2022) Doctors’ and nurses’ knowledge and perceived barriers regarding acute oxygen therapy in a tertiary care hospital in Nigeria. Adv Med Educ Pract 13:1535 Hassanzad M, Ghaffaripour H, Rekabi M, Mirzendehdel M, Sadati E, Elahimehr N et al (2022) Nurses' Knowledge Regarding Oxygen Therapy; a Cross-Sectional Study. Archives Acad Emerg Med 10(1):e38 Zaidi F, Lee RS, Buchcic BA, Bracken NE, Jaffe HA, Joo M et al (2017) Evaluation and documentation of supplemental oxygen requirements is rarely performed in patients hospitalized with COPD. Chronic Obstr Pulmonary Diseases: J COPD Foundation 4(4):287 Asciak R, Gouder C, Ciantar M, Tua J, Fenech VA, Montefort S (2017) The effect of a hospital oxygen therapy guideline on the prescription of oxygen therapy. Malta Med School Gaz 1(2):16–21 Mellingen H, Langeland AJ, Graue M (2016) Oxygen therapy to children in hospitals. Sykepl Forsk 11(2):126–133 Yassin A, Mansour K (2021) Assessment of Nurse's Knowledge and Practice Regarding Oxygen Therapy at Teaching Hospitals in Al-Nasiriya City\Iraq. Kufa J Nurs Sci 11(2):1–8 Tables Tables 1 to 5 are available in the Supplementary Files section. Additional Declarations The authors declare no competing interests. Supplementary Files Tables.docx Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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Therefore, oxygen therapy is a life-saving procedure and most hospitalized patients require acute oxygen therapy (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e). Oxygen therapy, as the administration of oxygen at a concentration higher than the oxygen concentration in the atmosphere, provides adequate oxygen transport, facilitates breathing, and reduces the workload of the heart(\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e). A comprehensive understanding of oxygen therapy includes several key concepts, including recognizing hypoxemia, using different oxygen delivery devices, preventing complications associated with oxygen therapy, and monitoring and evaluating its effectiveness (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIndications for the use of acute oxygen therapy include hypoxia, hypoxemia, cardiorespiratory arrest, hypertension, low cardiac output, metabolic acidosis, and respiratory distress (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e). The results of a study by Bursa University, Turkey (2018) showed that approximately 8,380 patients were admitted to the emergency department annually, of which more than half, 6,870 patients (81.9%) required acute oxygen therapy (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eResearch shows that nurses with good knowledge of oxygen therapy are 12 times more likely to provide effective patient care than nurses with limited knowledge (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e). However, evidence suggests that many nurses lack sufficient knowledge of oxygen therapy, which stems from their education and the formation of professional knowledge and competence (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e). Furthermore, the misuse of acute oxygen therapy is fatal, and its inadequate use can expose critically ill patients to the risk of organ hypoxia (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e). Therefore, learning about oxygen therapy and monitoring its effects is crucial (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn healthcare settings, nurses are often responsible for acute oxygen therapy and immediate response to adverse effects of therapy (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e). However, studies have shown that there is a significant gap in nurses\u0026rsquo; knowledge about how to use oxygen correctly (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e). For example, a study in Ethiopia found that only one-third of nurses had practical knowledge of how to use oxygen (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e). A study in Turkey showed that nurses over 45 years of age and more than 14 years of experience in the surgical department did not perform well in oxygen therapy (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e). In Saudi Arabia, there was also a lack of proper knowledge among nurses about oxygen therapy (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e). Also, in Iran, 74.5% of nurses had a good level of performance in oxygen therapy (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eNursing students, as future health care providers, must acquire sufficient knowledge about oxygen therapy to meet the professional standards expected in nursing practice at the university level (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e). Therefore, nursing students should be fully aware of acute oxygen therapy, its indications, effects of its use, and its documentation (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e). Because learning the principles of oxygen therapy, its indications, and complications also occurs during the student period (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe gap between nursing theory and practice, the theoretical acquisition of nursing students, has been frequently documented, discussed, and defined as a mismatch in the literature (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e). The results of the Raman study indicate that there is a gap between the actual experience of the student and the skill, and that students often express a lack or inadequate engagement with the necessary procedures. As many employers believe, the readiness of many new nursing graduates to start work is insufficient (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e). Today, with shorter hospital stays and more acute and dependent patients, as well as patients' awareness of not working with students, students' opportunities to practice and learn clinical skills have decreased (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e). Thus, it is possible that students may not encounter all clinical skills during their internship and may not have the opportunity to practice all skills (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e). Some studies show that medical students do not have sufficient knowledge about the use and methods of oxygen therapy, and this in turn leads to medical errors, patient dissatisfaction, and problems in the treatment process (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e). Nursing students should be aware of the effects of acute oxygen therapy, take responsibility for implementing and evaluating oxygen administration, and use this information appropriately in clinical practice during their studies and in the institutions where they work after graduation (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e). Therefore, acquiring various clinical skills, including oxygen therapy, in the medical team during their studies is of great importance. Studies on increasing the professional skills of these individuals can have a significant impact on identifying the weaknesses and strengths of the current training program and can serve as a basis for correcting the shortcomings of clinical education (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e). Therefore, determining the status of knowledge about oxygen therapy in nursing students can play an important role in addressing educational gaps and improving the quality of their patient care in the future. Therefore, the present study aimed to determine the knowledge about acute oxygen therapy in nursing and midwifery students of Ardabil University of Medical Sciences in 1402. To provide valuable insights into the current situation, curriculum reforms, teaching methods, and evaluation strategies.\u003c/p\u003e"},{"header":"Materials and Methods","content":"\u003cp\u003eThis study is a descriptive cross-sectional study. The statistical population of this study was nursing and midwifery students (nursing, operating room, emergency medicine, midwifery) studying at Ardabil University of Medical Sciences (Ardabil, Meshkinshahr, Germi) N=846 people (population size) in 1402. The sample size in this study was calculated using the formula\u003cimg width=\"130\" height=\"32\" src=\"data:image/png;base64,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\" alt=\"image\"\u003e\u0026nbsp;Considering a confidence interval of 95%, an error of 5%, and a proportion of the studied trait of 50%, it was estimated that about 384 people were included, which was 423 people with a 10% dropout rate (38 people). This number was selected by simple random sampling, taking into account the proportion of students from 3 faculties. Having at least one semester of study and willingness to participate in the study were considered as inclusion criteria, and failure to respond to more than 5% of the questions were considered as exclusion criteria.\u003c/p\u003e\n\u003cp\u003eThe data collection tool was a two-part questionnaire: a) Personal and social characteristics: including 14 questions (gender, age, marital status, educational background, residential status, field of study, history of oxygen connection to the patient, place of study, awareness of the World Health Organization\u0026apos;s oxygen therapy guidelines, student work history, participation in oxygen therapy workshops, study of oxygen therapy guidelines, adherence to oxygen therapy guidelines, personal study of oxygen therapy)\u003c/p\u003e\n\u003cp\u003eB) Questionnaire to assess knowledge of acute oxygen therapy in nursing and midwifery students: This tool was first designed and developed by DeSalvo et al. (2019). It is a self-report tool that has 23 questions in a 3-point Likert format (true, false, don\u0026apos;t know). The tool\u0026apos;s score range is between 23-69 and has 5 subcomponents:\u003c/p\u003e\n\u003cp\u003e\u0026bull; Domain 1: Oxygen awareness, 5 questions.\u003c/p\u003e\n\u003cp\u003e\u0026bull; Domain 2: Hypoxemia diagnosis, 5 questions.\u003c/p\u003e\n\u003cp\u003e\u0026bull; Domain 3: Indications for acute oxygen therapy, 5 questions.\u003c/p\u003e\n\u003cp\u003e\u0026bull; Domain 4: Documentation of oxygen delivery, 3 questions.\u003c/p\u003e\n\u003cp\u003e\u0026bull; Domain 5: Oxygen delivery skills, 5 questions.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAwareness of acute oxygen therapy was classified into 3 levels of awareness, poor, moderate, and good, using the quartile rule.\u003c/p\u003e\n\u003cp\u003eThe validity and reliability of the instrument have been confirmed in the study of Desallo et al. (2019). The average content validity index of the instrument was CVI = .85 and its reliability with test-retest kappa coefficient was reported to be .987-.546 (18). The face validity and content validity of the instrument were examined by ten members of the university faculty using the Waltz and Bassel technique. (CVR = .78, CVI = .77). The reliability of the instrument was also calculated using Cronbach\u0026apos;s alpha method (a = .84).\u0026nbsp;This tool had no cut-off point, but the closer the average score of the samples was to 69, the better the knowledge of acute oxygen therapy. The average score of acute oxygen therapy knowledge was compared with the criterion score (46). The following formula was used to calculate the criterion score: the maximum score obtained minus the minimum score obtained divided by two plus the minimum score obtained (19).\u003c/p\u003e\n\u003cp\u003eData were analyzed in software (SPSS version 21) using central and dispersion indices (mean, median, standard deviation) and analytical statistics (one-sample t-test, independent t-test, Pearson correlation coefficient).\u003c/p\u003e"},{"header":"Findings","content":"\u003cp\u003e\u0026bull; In this study, the response rate was 98.5%. The results showed that 53.2% of the samples were female and 84.2% were single. 54.4% of the students had a history of connecting oxygen to a patient and only 14.1% of them had participated in an oxygen therapy workshop. 1/21% of the samples had a history of student work and 24.2% of them stated that they had read the WHO guidelines on oxygen therapy. Other demographic information is shown in Table (1).\u003c/p\u003e\n\u003cp\u003e\u0026bull; The results showed that students scored the highest (2.70\u0026plusmn;0.64) on item 4, \u0026quot;Inappropriate use of oxygen causes harm,\u0026quot; and the lowest (1.68\u0026plusmn;0.72) on item 21, \u0026quot;A 12-year-old with respiratory dysfunction should choose 60% FiO2 as the initial dose to achieve oxygen saturation of 94-98%.\u0026quot; The mean total score for acute oxygen therapy awareness was 50.71\u0026plusmn;7.09 (Table 2).\u003c/p\u003e\n\u003cp\u003eThe results showed that the mean and standard deviation of the acute oxygen therapy score was 50.71\u0026plusmn;7.09 and 82% of students had moderate knowledge of acute oxygen therapy. Also, the mean knowledge score of oxygen therapy was higher than the criterion value (46) and this difference was significant (p\u0026lt;0.001) (Table 3).\u003c/p\u003e\n\u003cp\u003eThe results showed that the average score of knowledge of oxygen therapy (12.38 \u0026plusmn; 2.25) was higher than other dimensions and this difference was statistically significant. The results also showed that the documentation score for oxygen supply was lower than the criterion value (6) and this difference was statistically significant. The skill of oxygen supply was also lower than the criterion value and this difference was statistically significant (Table 4).\u003c/p\u003e\n\u003cp\u003eThe results showed that the average score of knowledge about acute oxygen therapy in nursing students was higher than that of students in other fields, and this difference was significant (P\u0026lt;0.02). The average score of knowledge about acute oxygen therapy was higher in students who had a history of connecting oxygen to a patient than in students who did not have such experience.\u003c/p\u003e\n\u003cp\u003eAlso, the average score of knowledge about oxygen therapy in dormitory students was lower than that of non-dormitory students (P\u0026lt;0.001). The average score of knowledge about acute oxygen therapy in students participating in the oxygen therapy workshop was higher (53.81\u0026plusmn;5.50) than others, and the difference was also significant (P\u0026lt;0.001) (Table 5).\u003c/p\u003e\n\u003cp\u003eAlso, students who had personal study about oxygen therapy (53.51\u0026plusmn;17.7) had higher scores than others and the difference was also significant. Students who had experience connecting oxygen to a patient had higher scores on knowledge of acute oxygen therapy (52.72\u0026plusmn;80.5). (P\u0026lt;0.001)\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis study aimed to \u0026quot;determine the awareness of acute oxygen therapy among nursing and midwifery students at Ardabil University of Medical Sciences.\u0026quot; The findings showed that the awareness of acute oxygen therapy among nursing and midwifery students was moderate. This finding was consistent with the study by Ahmad et al. (2020).\u0026nbsp;They also evaluated the knowledge and performance of nursing students in the General Hospital of Mosul, Iraq, and showed that out of 30 nursing students, 5 (16.7%) had insufficient knowledge and 15 (50%) had average knowledge (20). Hong et al. (2024) also showed that nursing students\u0026apos; awareness of oxygen therapy was average (1).\u0026nbsp;In contrast, in the study by Demirel et al. (2020), the level of nurses\u0026apos; awareness about oxygen therapy was lower than expected, and their knowledge was inadequate, especially in terms of methods of applying oxygen therapy (3). In the study by Novin et al. (2019), the level of nursing students\u0026apos; awareness about oxygen therapy in the neonatal care unit was also high (4). This difference may be due to the different research settings and sample sizes of the studies.\u003c/p\u003e\n\u003cp\u003e\u0026bull; The findings showed that the average score of oxygen delivery skill in students was lower than the criterion value and this difference was significant. This finding is consistent with the study by Zelke et al. (2021), who also showed that only 33% of nurses performed well in providing oxygen therapy to patients. They argued that this may be due to a lack of training for nurses in oxygen therapy, lack of access to standard oxygen therapy guidelines, increased workload for nurses (due to nurses\u0026apos; activities exceeding their job description), and inadequate supply of oxygen therapy systems (5).\u0026nbsp;In the study of Hong et al. (2024), the provision of oxygen by students was also poor (1). However, in the study of Jami et al. (2021), which was conducted in Ethiopia, 74.5% of nurses had a good level of performance in providing oxygen therapy (10). Also, according to the study of Getahen et al. (2022), which was based on the performance and management of oxygen therapy, nurses had a good performance (21).\u003c/p\u003e\n\u003cp\u003e\u0026bull; Other studies have also shown that clinical nurses also had poor knowledge of oxygen therapy and appropriate oxygen flow rates (22, 23). The reason for this discrepancy may be that our study was conducted on students, while the study conducted in Ethiopia was conducted on nurses.\u003c/p\u003e\n\u003cp\u003e\u0026bull; Also, the average documentation score for oxygen supply was lower than the criterion value, and this difference was statistically significant. This study is consistent with the findings of Farhan Zaidi et al. (2017) who showed that adequate assessment and documentation of supplemental oxygen needs is rarely performed in hospitalized patients with COPD (24).\u0026nbsp;A study by Asiak et al. (2017) on 293 patients also showed that oxygen therapy was used in 34.3% of patients, but oxygen saturation was not recorded in 14.1% of cases (25). While this situation was reported positively in the study by Hong et al. (2024) (1).\u003c/p\u003e\n\u003cp\u003e\u0026bull; El-Oshan et al. (2019) showed that there is a gap between the knowledge, attitude, and practice of emergency nurses regarding the control of side effects of oxygen therapy and the documentation of relevant actions (8).\u003c/p\u003e\n\u003cp\u003eThe results of the research by Mellingen et al. (2016) showed that significant changes in daily documentation were observed on the sheet between two data collection points, and the lack of adequate space on the nursing care chart sheet may explain the lack of oxygen documentation.\u0026nbsp;After professional feedback and discussion with nurses and doctors on the ward, it was decided to start using a more appropriate observation sheet. A new observation sheet was developed with more space to document the oxygen therapy method and the effect of oxygen therapy, and training was provided on how to work with the sheet (26).\u003c/p\u003e\n\u003cp\u003e\u0026bull; The findings showed that awareness of acute oxygen therapy was higher in students with student work experience than other students, and students who had experience connecting oxygen to patients had a higher average oxygen therapy score, which is consistent with the results of the study by Hong et al. (2024) (1). The study by Getahon et al. (2022) also showed that nurses with experience, skill, and management of oxygen administration were higher (21). The results of the study by Zelke et al. (2021) also showed that nurses who worked in hospitals during their education had a smaller knowledge gap about oxygen therapy (5). Also, according to a study by Demirel et al. (2020), the average score of nurses\u0026apos; knowledge about oxygen therapy based on their length of employment revealed that the knowledge of nurses who had worked in a department for 14 years or more was statistically significantly lower than the average knowledge of nurses who had worked in the department for 5 years or less (3).\u0026nbsp;Students who have clinical experience will definitely have a greater understanding of acute oxygen therapy. Based on Bloom\u0026apos;s taxonomy of knowledge levels, students\u0026apos; knowledge is categorized from simple to complex, from recall, comprehension, application, analysis, evaluation, and judgment. Therefore, if students apply their knowledge in practice, it will help them to remember information and knowledge related to acute oxygen therapy for a long time.\u003c/p\u003e\n\u003cp\u003e\u0026bull; Students who participated in the oxygen therapy workshop had a higher level of awareness of acute oxygen therapy than others. This finding is consistent with the study by Radhi et al. (2022) (1).\u0026nbsp;However, in the study by Demirel et al. (2020), there was no significant difference in the knowledge of nurses who participated in training workshops and those who did not participate in these workshops (3). A study conducted in Addis Ababa, Debre Tabor General Hospital, and Riyadh showed that the lack of training in oxygen use instructions as well as how to use oxygen therapy devices in training workshops affected nurses\u0026apos; knowledge (10).\u003c/p\u003e\n\u003cp\u003e\u0026bull; The findings showed that awareness of acute oxygen therapy was higher in nursing students than in other students, and this finding is consistent with the study by Getahan et al. (2022), which was based on the performance and management of oxygen therapy, and that nurses performed well (21).\u0026nbsp;However, in a study conducted by Zelke et al. (2021), it was found that nurses did not have sufficient knowledge about oxygen therapy (5). Also, according to a study conducted by Fazi et al. (2021), nurses\u0026apos; knowledge about oxygen therapy was lower than expected, in fact, their knowledge was insufficient to apply oxygen therapy methods (27).\u0026nbsp;Therefore, there is a large gap in the knowledge of healthcare providers about various aspects of oxygen therapy, and this lack of knowledge may also be a barrier to optimal oxygen administration. The most commonly reported barriers to lack of awareness of acute oxygen therapy were the lack of protocols for oxygen therapy and the unavailability of equipment, which were associated with the skill of nurses.\u003c/p\u003e\n\u003cp\u003eThe use of self-report method and lack of cooperation in completing the questionnaire were limitations of the present study. An attempt was made to control its effects to a large extent by choosing the appropriate time, providing opportunities, explaining the importance of the study objectives, gaining trust and cooperation, and emphasizing the confidentiality of the questionnaires.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eOverall, the results showed that the level of awareness of acute oxygen therapy among nursing and midwifery students at Ardabil University of Medical Sciences was moderate. Therefore, in order to increase students' awareness of acute oxygen therapy, it is suggested that the nursing curriculum be updated and that workshops on the indications for oxygen therapy, its delivery, and documentation be held alongside current educational programs. It can also be useful to invite nurses with high clinical experience to workshops to share knowledge and experiences of oxygen therapy with students.\u003c/p\u003e"},{"header":"Declarations","content":"\u003ch2\u003eConflict of interest\u003c/h2\u003e \u003cp\u003eThe authors declare that there are no conflicts of interest in the writing of this article.\u003c/p\u003e\u003ch2\u003eAcknowledgements\u003c/h2\u003e \u003cp\u003eWe would like to express our gratitude to the assistance of the Vice Chancellor for Research of the University and all the dear students who helped in conducting this research. Obtaining the code of ethics from the Ethics Committee of Ardabil University of Medical Sciences (. (2321401IR.ARUMS.REC.) was among the ethical principles that were observed in this research.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eHoang TTM, Mai ATL, Trong QD (2024) Knowledge about oxygen therapy in final-year nursing students. Revista de Enfermagem Refer\u0026ecirc;ncia. :1\u0026ndash;8\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eRadhi TA, Arar AA, NURSES'KNOWLEDGE CONCERNING OXYGEN THERAPY TOXICITY AT, MISAN GOVERNORATE HOSPITALS IN IRAQ (2021) Turkish J Physiotherapy Rehabilitation 32(3):2651\u0026ndash;4451\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eDemirel H, Kazan EE (2020) Knowledge levels of nurses about oxygen therapy in Turkey. Int J Health Serv Res Policy 5(1):1\u0026ndash;14\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAl N, Aydin AI, Meryem Atak R, Derya Akca R, Nurcan Ozyazicioglu R, Tulin Alkan M (2019) Determination of the knowledge levels of nursing students on oxygen administration in newborn intensive care units. Int J Caring Sci 12(1):280\u0026ndash;285\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eZeleke S, Kefale D (2021) Nurses\u0026rsquo; supplemental oxygen therapy knowledge and practice in Debre Tabor general hospital: a cross-sectional study. Open Access Emerg Med. :51\u0026ndash;56\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMostafa AH, Mehany MM, Ahmed MAE (2019) Effect of educational program on nurses' knowledge and practice about oxygen therapy. Assiut Sci Nurs J 7(18):95\u0026ndash;104\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eNippers I, Sutton A (2014) Oxygen therapy: professional compliance with national guidelines. Br J Nurs 23(7):382\u0026ndash;386\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAloushan AF, Almoaiqel FA, Alghamdi RN, Alnahari FI, Aldosari AF, Masud N et al (2019) Assessment of knowledge, attitude and practice regarding oxygen therapy at emergency departments in Riyadh in 2017: A cross-sectional study. World J Emerg Med 10(2):88\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eDerbie A, Mekonnen D, Nibret E, Maier M, Woldeamanuel Y, Abebe T (2022) Human papillomavirus genotype distribution in Ethiopia: an updated systematic review. Virol J 19(1):13\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eJamie A (2021) Knowledge and practice of nurses towards oxygen therapy in the public hospitals of Harari region, Ethiopia. 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Chronic Obstr Pulmonary Diseases: J COPD Foundation 4(4):287\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAsciak R, Gouder C, Ciantar M, Tua J, Fenech VA, Montefort S (2017) The effect of a hospital oxygen therapy guideline on the prescription of oxygen therapy. Malta Med School Gaz 1(2):16\u0026ndash;21\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMellingen H, Langeland AJ, Graue M (2016) Oxygen therapy to children in hospitals. Sykepl Forsk 11(2):126\u0026ndash;133\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eYassin A, Mansour K (2021) Assessment of Nurse's Knowledge and Practice Regarding Oxygen Therapy at Teaching Hospitals in Al-Nasiriya City\\Iraq. Kufa J Nurs Sci 11(2):1\u0026ndash;8\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"},{"header":"Tables","content":"\u003cp\u003eTables 1 to 5 are available in the Supplementary Files section.\u003c/p\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":true,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Awareness, Oxygen Therapy, Nursing Student","lastPublishedDoi":"10.21203/rs.3.rs-6600881/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6600881/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eBackground and Objective\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAwareness of acute oxygen therapy in medicine is of particular importance for diagnosis, prevention of complications, and increasing the effectiveness of treatment. Learning the principles of oxygen therapy, its indications, and complications is formed during student life. Therefore, this study was conducted with the aim of determining the awareness of acute oxygen therapy in nursing and midwifery students of Ardabil University of Medical Sciences.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethods\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis cross-sectional descriptive study was conducted in October 2013 on 423 nursing and midwifery students at Ardabil University of Medical Sciences. The data collection tool was the Acute Oxygen Therapy Awareness Questionnaire by Desallo et al. (2019). The validity of the tool was obtained with the Cronbach's alpha technique (a=0.87). Data analysis was performed with SPSS version 21 software using one-sample t-test, ANOVA, and independent t-test, and the significance level of statistical tests was considered less than 0.05.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFindings\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe results showed that 14.1% of students had participated in an oxygen therapy workshop and 54.4% of them had experience connecting oxygen to a patient. The mean score of acute oxygen therapy awareness was 50.71±7.09 and 82% of them had moderate awareness of acute oxygen therapy. The documentation score for oxygen delivery (5.94±1.16) and oxygen delivery skills (9.69±1.8) were lower than the criterion value and statistically significant (P\u0026lt;0.001). The knowledge score of acute oxygen therapy in nursing students (52.92±4.5), participants in oxygen therapy workshops (53.81±5.5), and experience of connecting oxygen to the patient (52.62±5.8) were higher than others, and the difference was significant (P\u0026lt;0.001).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusion\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAwareness of acute oxygen therapy among the students in the study was moderate. Therefore, holding educational workshops on the importance of oxygen therapy and applying theoretical knowledge of oxygen therapy in the clinic is recommended to improve student performance.\u003c/p\u003e","manuscriptTitle":"Survey of awareness of acute oxygen therapy in nursing and midwifery students of Ardabil University of Medical Sciences - 2022","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-05-07 05:06:38","doi":"10.21203/rs.3.rs-6600881/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"f714e196-94d8-4bf8-aa1b-f8ef6f0bc2b5","owner":[],"postedDate":"May 7th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":48174745,"name":"Nursing"}],"tags":[],"updatedAt":"2025-05-07T05:06:38+00:00","versionOfRecord":[],"versionCreatedAt":"2025-05-07 05:06:38","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6600881","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6600881","identity":"rs-6600881","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}