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Over one-third of students demonstrated good knowledge regarding the non-medical use of tapentadol. This aligns with Heydarabadi et al. (2014), who found that one-third of students had a good understanding of drug use. However, this finding contrasts with a study on "use of psychoactive substances and associated factors among Axum University students" conducted in northern Ethiopia by Gebreslassie et al. (2013), which reported that over half of the students had good knowledge about tapentadol. This difference may be attributed to the fact that the study subjects were medical science students, who are generally more aware of the consequences of drug abuse.
It was also observed that more than half of the fathers of the students had less than a secondary education, while over one-third of the mothers of students who tried tapentadol had completed secondary education. The results indicated a positive association between students' total knowledge and total attitude with their personal characteristics. This contrasts with findings from a study on the "prevalence and factors associated with the use of illicit substances among male university students" conducted in Kuwait by Ghoreishi (2017), which reported that over two-thirds of students had good knowledge and a negative attitude toward tapentadol abuse.
Regarding the students' overall attitude, the current study revealed that more than three-quarters of students had a positive attitude toward tapentadol. This finding differs from the study on "substance use and its predictors among undergraduate medical students" conducted at Addis Ababa University in Ethiopia by Deressa & Azazh (2011), which found that more than half of the students held a negative attitude toward substance abuse. This discrepancy may be due to cultural differences.
Conclusion The majority of students had never tried tapentadol, and over three-quarters displayed stable psychological health with no signs of distress. Most students were in good physical health, and more than one-third had a good level of knowledge about the non-medical use of tapentadol, though over three-quarters held a negative attitude towards its misuse. The results also showed statistically significant relationships between trying tapentadol and general family characteristics, such as parental education and household income.
Meaning and Awareness of Tapentadol The study explored various aspects related to tapentadol, including its definition, symptoms of addiction, reasons for use, side effects, common ways people are introduced to it, alternative names, treatment for addiction, and society’s role in curbing the spread of tapentadol misuse.
Scoring System Each question provided multiple answer choices, with a correct answer scoring 2 points, a partially correct answer scoring 1 point, and an incorrect or unknown answer scoring 0 points. The scores were converted into percentages, with the total knowledge score capped at 20 points, representing 100%. Knowledge levels were categorized as follows:
Good: >75%
Average: 50-75%
Poor: <50%
Instrument Two A three-level Likert scale was used to assess students' attitudes toward the non-medical use of tapentadol. It included 17 items (Nos. 1-17) covering perceptions about tapentadol’s impact, its role as an analgesic, and concerns regarding addiction issues among youth, as well as common motivations for use, such as escaping family or psychological problems.
In some countries, such as India, tapentadol is available in parenteral forms, commonly for intravenous administration, though it can also be administered subcutaneously or intramuscularly. In Bangladesh, it is offered as a rectal form. Other pharmaceutical options include sublingual drops and an intranasal form (Miotto et al., 2017).
Tapentadol may produce side effects similar to other opioids, such as nausea, vomiting, constipation, dizziness, drowsiness, headache, loss of appetite, and dry mouth. It also carries a risk of seizures and convulsions, and physical dependence on tapentadol can develop, with withdrawal symptoms that may include restlessness, agitation, anxiety, sweating, insomnia, increased movement, tremors, tingling sensations, and gastrointestinal issues. When combined with other drugs that elevate serotonin, it may lead to serotonin syndrome (Fudin et al., 2017).
Nurses have a crucial role in both the physical care of students struggling with substance abuse and in educating them. They inform patients about the dangers of drug misuse, highlighting the physical and psychological impacts, the strain on relationships and family, and challenges in fulfilling essential responsibilities like maintaining employment. Nurses also provide guidance on available treatment options, including inpatient and outpatient programs (Public Health England, 2017).
Drug abuse is responsible for millions of serious health issues or injuries each year. Substances frequently misused include methamphetamines, anabolic steroids, club drugs, cocaine, heroin, inhalants, marijuana, and prescription medications, including tapentadol. Additionally, drug abuse contributes to significant societal problems, such as impaired driving, violence, stress, and child abuse, and it can lead to issues like homelessness, criminal behavior, and job instability (Lyman, 2013).