Using the STOP-BANG Questionnaire as a Quality Improvement Tool For OSA

Abstract

Purpose: This quality improvement project aimed at evaluating the impact of educating nurse practitioners (NPs) on the utilization of the STOP-BANG questionnaire as a tool for screening and managing patients with Obstructive Sleep Apnea (OSA). The central question addressed is whether this educational intervention enhances the knowledge and confidence of NPs in OSA management.Background: Obstructive Sleep Apnea (OSA) is a prevalent sleep disorder that often goes undiagnosed. Early detection and management are crucial to improving patient outcomes. The STOP-BANG questionnaire is a validated screening tool for OSA. However, its effective use depends on healthcare providers’ knowledge and confidence in its administration and interpretation. This project seeks to bridge this gap by implementing an educational program for NPs at Osita Health Clinic. Methods: Nine NPs at Osita Health Clinic participated in the educational program, which was designed to enhance their understanding of OSA and the STOP-BANG questionnaire. Pre- and post-educational questionnaires were administered to assess their knowledge and attitudes. Results: Following the educational program, participants’ knowledge about OSA significantly improved, with 66.67% rating their knowledge as “High” or “Very High.” Additionally, their understanding of the STOP-BANG questionnaire components increased substantially, with 72.73% indicating “High” or “Very High” understanding. Moreover, 66.67% of NPs anticipated using the STOP-BANG questionnaire “Always” or “Often” in their practice after the program. Importantly, all participants (100%) strongly agreed that the educational program improved their ability to identify patients at risk for OSA. Conclusions: The results of this quality improvement project indicate that educating nurse practitioners about the STOP-BANG questionnaire enhances their knowledge and confidence in screening and managing patients with OSA. These findings highlight the effectiveness of educational interventions in improving healthcare providers’ readiness to identify and manage sleep disorders like OSA. Implementing such programs can potentially lead to better patient outcomes and the early detection of OSA, ultimately improving the quality of care provided in clinical settings. Further research and larger-scale implementations may be warranted to validate these results and promote broader adoption of this educational approach in healthcare settings.