Bridging Knowledge Gaps: Quality Improvement Initiative on Obstructive Sleep Apnea for Anesthesia

Abstract

Purpose. This quality improvement project aimed to enhance anesthesia providers' knowledge of treatment modalities for obstructive sleep apnea (OSA) patients. The central question addressed is whether an educational presentation on the current OSA treatment modalities for anesthesia providers increases knowledge, leads to practice change, and improves patient safety compared to no educational intervention. Background. Obstructive sleep apnea is a sleeping disorder that affects up to 25% of the general population and is associated with an increased risk of adverse perioperative events such as episodic oxygen desaturation, respiratory failure, and cardiac arrest in some cases. Studies have shown inadequate anesthesia providers' knowledge of OSA treatment modalities and management. This project seeks to bridge this knowledge gap by implementing an educational intervention for anesthesia providers at DHR Healthcare. Methods. Anesthesia providers at DHR hospital participated in an educational presentation designed to enhance their knowledge of OSA treatment and perioperative management. Post- and pre-educational questionnaires were administered to assess their knowledge and willingness to change practice. Results. Following the educational presentation, participants’ in-depth knowledge about OSA perioperative management improved statistically, as evidenced by 74% of the participants rating “strongly agree” in all post-survey questions ( p-value <.00001). Importantly, all participants (100%) agreed to change their practice to improve patients’ safety. Conclusions. The results of this quality improvement project indicated that educating anesthesia providers about the OSA perioperative treatment modalities could enhance their knowledge and improve practice. Implementing such educational intervention may lead to better patient outcomes and decrease OSA adverse effects, ultimately improving the quality of care provided in clinical settings. Further research and larger-scale implementations may be necessary to validate these results and promote broader adoption of this educational intervention approach in healthcare settings.