EVALUATE THE LEVEL OF KNOWLEDGE IN NURSING STUDENTS ABOUT THE PRINCIPLES, SITES, AND METHODS OF TEMPERATURE MEASUREMENTS

Abstract

Background Accurate measurement of body temperature is a fundamental nursing skill essential for patient assessment and early detection of abnormalities such as fever or hypothermia. Nursing students must possess adequate knowledge regarding the principal sites (oral, rectal, axillary, and tympanic) and appropriate methods of temperature measurement to ensure patient safety and quality care. However, gaps in knowledge and practice may compromise clinical outcomes. Objective: To evaluate the level of knowledge among nursing students regarding the principal sites and methods of temperature measurement. Methods: A descriptive cross-sectional study was conducted among nursing students enrolled in a nursing institution. A structured, self-administered questionnaire was used to collect data, consisting of demographic variables and knowledge-based questions related to temperature measurement sites and techniques. Data were analyzed using descriptive statistics including frequency, percentage, mean, and standard deviation. Results: The findings revealed that a majority of nursing students had a moderate level of knowledge regarding temperature measurement. Most participants correctly identified common sites such as oral and axillary; however, fewer students demonstrated adequate knowledge about rectal and tympanic methods, including their indications and contraindications. Some gaps were also observed in understanding the correct procedures and factors affecting temperature readings. The demographic characteristics of the participants showed that the majority of respondents were between 21–23 years of age (49.0%), followed by 18–20 years (23.1%), 22–25 years (20.2%), and 26–30 years (7.7%). Regarding gender distribution, female participants represented 57.7% of the sample, while males accounted for 42.3%. In terms of academic year, most students were enrolled in the 4th year (51.0%), followed by 2nd year students (26.9%), 3rd year students (19.2%), and only 2.9% from the 1st year. Furthermore, the majority of participants (85.6%) reported that they had received prior training regarding temperature measurement, whereas 14.4% had not received any training. These findings indicate that most participants had adequate academic exposure and clinical learning opportunities related to patient assessment procedures. (Ravi et al., 2024) Conclusions: The study concluded that while nursing students possess basic knowledge of temperature measurement, there is a need for further educational interventions and practical training to enhance their competency. Incorporating skill-based learning and regular assessments can improve their knowledge and clinical performance in temperature monitoring.