Can a school-based sleep education programme improve sleep knowledge, hygiene and behaviours using a randomised controlled trial

Rigney, Gabrielle; Blunden, Sarah; Maher, Carol; Dollman, James; Parvazian, Somayeh; Matricciani, Lisa; Olds, Tim

doi:10.1016/j.sleep.2015.02.534

Cited by 75 publications

(51 citation statements)

References 49 publications

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“…Actigraphy, a measure of rest-activity rhythms that is used as a proxy for sleep, could provide objective data on sleep parameters, although the expense and data cleaning procedures involved may limit the feasibility of using actigraphy in sleep-health dissemination programs in larger samples. Several recent studies, however, have demonstrated that it is possible to utilize this type of equipment to collect data in large samples (60;61). Nevertheless, strategies using personal consumer electronics, such as online sleep coaches, fitness trackers, and/or web-based lectures, may further increase feasibility in collecting data and providing tailored feedback to participants.…”

Section: Discussionmentioning

confidence: 99%

Pilot study of a sleep health promotion program for college students

et al. 2016

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Objectives We conducted a pilot study of a sleep health promotion program for college students. The aims of the study were to 1) determine the feasibility of the program, and 2) explore changes in sleep knowledge and sleep diary parameters. Design Open trial of a sleep health promotion program for college students. Setting A small liberal arts university in southwestern Pennsylvania Participants University students (primarily female). Intervention Active intervention components included individualized email feedback based on each participant’s baseline sleep diary and an in-person, group format presentation on sleep health. Measurements Participants completed online questionnaires and sleep diaries before and after the health promotion intervention. Online questionnaires focused on sleep knowledge and attitudes toward sleep, as well as Patient Reported Outcomes Measurement Information System (PROMIS) sleep and psychosocial assessments. Results Of participants who completed some aspect of the study, 89% completed at least one intervention component (in-person lecture and/or sleep diary). Participants reported significant improvement in sleep knowledge and changes in sleep diary parameters (decreased sleep onset latency and time spent in bed, resulting in greater sleep efficiency). Sleep duration also increased by 30 minutes among short sleepers who obtained <7 hours sleep at baseline. Conclusions Preliminary evaluation of a brief program to promote sleep health suggests that it is feasible and acceptable to implement, and that it can favorably alter sleep knowledge and behaviors reported on the sleep diary in college students. Controlled trials are warranted.

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Section: Discussionmentioning

confidence: 99%

Pilot study of a sleep health promotion program for college students

et al. 2016

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“…[17][18][19] However, the magnitude of the effect size found in the current study was larger than those reported in RCTs of school-based sleep education programs. 70,71 This might be due to several factors. The Sleep SENSE interventions were personally tailored, more intensive, had a key focus on engagement and reviewing key information to increase retention and recall, and provided adequate opportunities to practice techniques in session and at home.…”

Section: Hypotheses One and Two-treatment Effectsmentioning

confidence: 99%

The SENSE Study: Treatment Mechanisms of a Cognitive Behavioral and Mindfulness-Based Group Sleep Improvement Intervention for At-Risk Adolescents

Blake¹,

Schwartz²,

Waloszek³

et al. 2017

Sleep

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Objectives:The aim of this study was to test whether a cognitive behavioral and mindfulness-based group sleep intervention would improve sleep and anxiety on school nights in a sample of at-risk adolescents. We also examined whether benefits to sleep and anxiety would be mediated by improvements in sleep hygiene awareness and presleep hyperarousal. Methods: Secondary analysis of a randomized controlled trial conducted with 123 adolescent participants (female = 60%; mean age = 14.48) who had high levels of sleep problems and anxiety symptoms. Participants were randomized into a sleep improvement intervention (n = 63) or active control "study skills" intervention (n = 60). Preintervention and postintervention, participants completed the Pittsburgh Sleep Quality Index (PSQI), Spence Children's Anxiety Scale (SCAS), Sleep Beliefs Scale (SBS), and Presleep Hyperarousal Scale (PSAS) and wore an actiwatch and completed a sleep diary for five school nights. Results: The sleep intervention condition was associated with significantly greater improvements in actigraphy-measured sleep onset latency (SOL obj ), sleep diary measured sleep efficiency (SE subj ), PSQI, SCAS, SBS, and PSAS, with medium to large effect sizes. Improvements in the PSQI and SCAS were specifically mediated by the measured improvements in the PSAS that resulted from the intervention. Improvements in SOL obj and SE subj were not specifically related to improvements in any of the putative treatment mechanisms. Conclusions:This study provides evidence that presleep arousal but not sleep hygiene awareness is important for adolescents' perceived sleep quality and could be a target for new treatments of adolescent sleep problems.

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“…Some interior design programs have eliminated 24/7 access to facilities, but currently, there are no available data on the effectiveness of this strategy for improving sleep. Another approach taken by high schools and universities is to educate students about the negative effects of poor sleep with the hope that doing so will change students’ behaviors (e.g., Gruber, ; Quan & Ziporyn, ; Rigney et al, ; Wing et al, ). Sleep education programs are successful at increasing students’ awareness and knowledge of sleep; however, they do not typically change behaviors, such as total sleep duration (for review, see Blunden et al, ).…”

Section: Introductionmentioning

confidence: 99%

The 8–Hour Challenge: Incentivizing Sleep during End–of–Term Assessments

King

Scullin

2019

Journal of Interior Design

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Sleep is critical to physical health, mental well-being, attention, and creativity. During the week of final exams, however, fewer than 10% of undergraduate students maintain the recommended average of 8 hours/night (or even the recommended minimum of 7 hours/night). For students completing multifaceted projects in studio-based majors (e.g., interior design, architecture, graphic design, studio art), anecdotal and questionnaire data suggest that the end-of-semester reduction in sleep duration may be even worse. One potential solution is to offer students an incentive to maintain healthy sleep durations. We offered interior design students, who were enrolled in a freshman-level graphics studio course, an optional extra credit incentive to maintain optimal sleep durations for five nights leading up to the due date of their final project. If participants maintained an average sleep duration of ≥8.0 hours for five nights, they would earn extra credit. By contrast, if they slept an average of 7.0-7.9 hours, there would be no grade change, and if they slept an average of ≤6.9 hours, they were instructed that they would lose points (no points were actually deducted). Of the 27 students enrolled in the course, 22 students attempted the challenge (81.5%), and we monitored their sleep duration objectively using wristband actigraphy devices. We compared their sleep duration to that of a group of 22 nonincentivized students enrolled in the same program. In the nonincentivized comparison group, very few students averaged 8 hours (9%) or even 7 hours (14%) of sleep per night. In dramatic contrast, the 8-hour challenge increased the percentage of 8-and 7-hour sleepers to 59% and 86%, respectively. Participants who took the 8-hour challenge slept an average of 98 minutes more each night than nonincentivized students and 82 minutes more than they self-reported to sleeping during the semester. The substantial increase in nightly sleep duration did not come at a cost to project performance. Individuals who opted in to the sleep challenge performed as well on the final project as students who did not opt in, and students who showed more consistent sleep (i.e., fewer nights of poor sleep followed by rebound sleep) performed better than students who showed inconsistent sleep. Thus, even during highly stressful "deadline" weeks, students can maintain healthy sleeping patterns without exacting a cost on their project performance.Despite an abundance of data that confirm the importance of sleep to cognition and health, many students continue to engage in irregular and restricted sleep. Such poor sleep habits are JOURNAL OF INTERIOR DESIGN 85

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Can a school-based sleep education programme improve sleep knowledge, hygiene and behaviours using a randomised controlled trial

Cited by 75 publications

References 49 publications

Pilot study of a sleep health promotion program for college students

Pilot study of a sleep health promotion program for college students

The SENSE Study: Treatment Mechanisms of a Cognitive Behavioral and Mindfulness-Based Group Sleep Improvement Intervention for At-Risk Adolescents

The 8–Hour Challenge: Incentivizing Sleep during End–of–Term Assessments

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