Abstract

Background: Adequate knowledge and positive attitudes toward OSA are essential for critical care nurses to identify and manage this underdiagnosed condition. Structured educational interventions can bridge knowledge gaps and enhance clinical confidence, ultimately improving patient outcomes. Objective: The aim of this study was to evaluate the impact of an online educational program on critical care nurses’ knowledge and attitudes toward obstructive sleep apnea (OSA). Design of this study was Quasi-experimental pre-test/post-test study. Methods: Critical care nurses in Saudi Arabia participated in an online teaching program delivered via Zoom. Data were collected using the validated OSA Knowledge and Attitude (OSAKA) questionnaire pre- and post-intervention. Statistical analysis included the Wilcoxon Signed-Rank Test and correlation assessments. Results: Of the 54 participants, only 8.3% demonstrated adequate OSA knowledge pre-intervention, compared to 51.7% post-intervention. Median knowledge scores significantly improved (Z = 5.955, p = 0.000). Attitude scores also increased, with participants reporting enhanced confidence in identifying at-risk patients (mean = 4.3, SD = 0.72) and managing CPAP therapy (mean = 4.467, SD = 0.566). Training showed a significant positive correlation with post-test attitudes (ρ = 0.286, p = 0.030). Conclusion: The study highlights the effectiveness of structured educational programs in improving OSA knowledge and attitudes among critical care nurses. Integrating such training into nursing curricula and continuing education is recommended to enhance patient care quality.

Key words: Obstructive Sleep Apnea (OSA), Critical Care Nursing, Educational Interventions, Knowledge Attitudes, Patient Care Outcomes, Continuing Nursing Education