A Critical Review of Education-Based Sleep Interventions for Undergraduate Students: Informing Future Directions in Intervention Development

Lubas, Margaret M.; Szklo-Coxe, Mariana

doi:10.1007/s40894-018-0100-9

Cited by 17 publications

(10 citation statements)

References 60 publications

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“…In the included reviews, the lack of behavioral theory in intervention development was surprising. Behavioral theory is used to effectively predict and alter many health behaviors, but its use has been very limited in sleep health [ 69 , 70 ]. In fact, only one included review specifically reported and emphasized the foundations of behavioral theory within its interventions [ 37 ].…”

Section: Discussionmentioning

confidence: 99%

Sleep Health Promotion Interventions and Their Effectiveness: An Umbrella Review

Albakri

Drotos

Meertens

2021

IJERPH

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Sleep is receiving increasing attention in public health. The aim of this umbrella review is to determine what non-pharmacological sleep health interventions have been evaluated among healthy populations, by examining target groups, settings, and effectiveness in improving sleep quality and duration. Comprehensive searches were conducted in five electronic databases (January 1975–February 2019), yielding 6505 records. Thirty-five articles were selected meeting the following eligibility criteria: (1) systematic reviews or meta-analyses of (2) sleep health interventions in (3) primarily healthy populations. Two reviewers independently screened for inclusion, extracted the data, and assessed the review quality. This umbrella review was registered with PROSPERO (CRD42019126291). Eleven intervention types were defined, and their effectiveness discussed. Substantial evidence demonstrated the effectiveness of later school start times, behavior change methods, and mind–body exercise. Other intervention types, including sleep education or relaxation techniques, demonstrated some promising impacts on sleep, but with less consistent evidence. Results were limited by high heterogeneity between studies, mixed results, and variable review quality. Nevertheless, this umbrella review is a first step towards understanding the current state of sleep health promotion and gives an overview of interventions across the lifespan.

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Section: Discussionmentioning

confidence: 99%

Sleep Health Promotion Interventions and Their Effectiveness: An Umbrella Review

Albakri

Drotos

Meertens

2021

IJERPH

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“…Considering what is known about young adult sleep behaviours, few university campuses across the world have delivered sleep education programs to their students. However, despite the wide-reaching potential of such programs, three recent systematic reviews identified only a total of 17 sleep education interventions for university students [ 13 , 14 , 15 ]. Of these 17 interventions, most comprised didactic sessions in which students were informed of a range of behavioural and environmental modifications that promoted sleep (i.e., provided sleep hygiene advice).…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, few interventions incorporated behavioural change theory in their intervention design, or considered students’ preparedness to change their sleep behaviours [ 15 ]. Psychologists recommend embedding behavioural change models within sleep education initiatives in order to understand the gap between the dissemination of health information and improved health behaviours [ 22 ].…”

Section: Introductionmentioning

confidence: 99%

Impact of an Online Sleep and Circadian Education Program on University Students’ Sleep Knowledge, Attitudes, and Behaviours

Semsarian

Rigney

Cistulli

et al. 2021

IJERPH

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University students consistently report poor sleep. We conducted a before-and-after study to evaluate the impact of an online 10-week course on undergraduate students’ sleep knowledge, attitudes, and behaviours at 6-month follow-up. Data were collected via baseline course surveys (August–September 2020) and follow-up surveys distributed via email (February–March 2021). n = 212 students completed baseline surveys and n = 75 (35%) completed follow-up. Students retained to follow-up possessed higher baseline sleep knowledge and received higher course grades. At the 6-month follow-up, sleep knowledge had increased (mean score out of 5: 3.0 vs. 4.2, p < 0.001). At baseline, 85% of students aimed to increase their sleep knowledge and 83% aimed to improve their sleep. At follow-up, 91% reported being more knowledgeable and 37% reported improved sleep. A novel Stages of Change item revealed that 53% of students’ attitudes towards their sleep behaviours had changed from baseline. There was a reduction in sleep latency at follow-up (mean 33.3 vs. 25.6 min, p = 0.015), but no change in the total Pittsburgh Sleep Quality Index score. In summary, completion of an online course led to increased sleep and circadian knowledge and changed sleep attitudes, with no meaningful change in sleep behaviours. Future interventions should consider components of behavioural change that go beyond the knowledge–attitudes–behaviour continuum.

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“…Sleep problems are defined as sleep deprivation resulting from inadequate total sleep time or sleep disruption resulting from fragmented sleep during the night (Lee, 2003). In addition to physiological factors, sleep problems could also result from poor sleep hygiene (Lubas & Szklo-Coxe, 2019).…”

Section: Self-efficacy For Sleep Hygienementioning

confidence: 99%

Refinement and Psychometric Properties of the Self-Efficacy for Sleep Hygiene Inventory

2020

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The purpose of this study was to determine key concepts of self-efficacy for sleep hygiene among young adults/college students and sleep experts, and to refine the Self-Efficacy for Sleep Hygiene Inventory. The Self-Efficacy for Sleep Hygiene Inventory was revised using input from young adult focus groups and experts. Information from focus groups informed instrument revision. The revised instrument was distributed using an electronic survey to young adults age 18–26 years for a total sample of 296. A principal component analysis with Varimax Orthogonal Rotation was conducted resulting in a three-factor solution. Cronbach’s alphas were: .85 for Behaviors to Adopt (nine items), .79 for Manage Mindset and Environment (eight items), .70 for Behaviors to Avoid (eight items), and .88 for the inventory (twenty-five items). Initial psychometric testing of the Self-Efficacy for Sleep Hygiene Inventory-Revised indicates that it is a reliable measure of self-efficacy for sleep hygiene in young adults age 18–26 years.

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A Critical Review of Education-Based Sleep Interventions for Undergraduate Students: Informing Future Directions in Intervention Development

Cited by 17 publications

References 60 publications

Sleep Health Promotion Interventions and Their Effectiveness: An Umbrella Review

Sleep Health Promotion Interventions and Their Effectiveness: An Umbrella Review

Impact of an Online Sleep and Circadian Education Program on University Students’ Sleep Knowledge, Attitudes, and Behaviours

Refinement and Psychometric Properties of the Self-Efficacy for Sleep Hygiene Inventory

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