Sleep Education Program Research Articles

Effectiveness of a sleep education program for pediatricians.

The high prevalence of sleep problems in children and long-term consequences point to the need for early effective interventions, but health-care providers have limited training in pediatric sleep medicine. The aims of this study were therefore to assess the effectiveness of a sleep health-care education program and to develop a Turkish acronym for brief sleep history taking for pediatric primary caregivers in the ambulatory setting. This was a quasi-experimental study. Four centers were randomly selected from eight training and research hospitals as the intervention group. The control group was recruited during training in subjects other than sleep. Education was provided to the intervention group. Knowledge and attitudes were evaluated in the short and long term. The intervention and the control groups consisted of 132 and 78 pediatricians, respectively. The intervention group scored significantly higher both in the short and the long term. The Turkish acronym (UYKU) was reported to be easy to remember and effective in prompting the correct questions to ask about sleep issues. The Turkish acronym would be useful in the primary care setting to increase the frequency of screening of sleep problems in children. Although education significantly improved knowledge on sleep issues in children, the percentage of participants who lacked confidence in the management of sleep problems in children was still very high, even in the intervention group. We suggest that a broader educational program, carried out more than once, would be more beneficial.

Evaluation of a Workplace-Based Sleep Education Program.

Poor sleep is common among working adults. Chronic sleep deprivation is associated with health problems. A healthy sleep educational program (using webinars and other intranet-based resources) was offered to employees of a financial services corporation. In 2015, a total of 357 employees (50% completion rate) completed both a pre- and post-program questionnaire assessing sleep quality and workplace productivity. Many aspects of sleep statistically improved from T1 to T2 for program participants. These included improvements in hours of sleep, sleep quality, ease of getting asleep, feeling rested, nights of poor sleep, job performance, days of sleepiness, and others. Employees reporting any limitation in productivity also showed significant improvement. This workplace healthy sleep intervention was associated with significant improvements in sleep quality and quantity among program participants.

Effectiveness of sleep education programs to improve sleep hygiene and/or sleep quality in college students: a systematic review.

Sleep health is essential for overall health, quality of life and safety. Researchers have found a reduction in the average hours of sleep among college students. Poor sleep has been associated with deficits in attention, reduction in academic performance, impaired driving, risk-taking behaviors, depression, impaired social relationships and poorer health. College students may have limited knowledge about sleep hygiene and the behaviors that supports sleep health, which may lead to poor sleep hygiene behavior. To identify, appraise and synthesize the best available evidence on the effectiveness of sleep education programs in improving sleep hygiene knowledge, sleep hygiene behavior and/or sleep quality versus traditional strategies. All undergraduate or graduate college students, male or female, 18 years and older and of any culture or ethnicity. Formal sleep education programs that included a curriculum on sleep hygiene behavior. Educational delivery methods that took place throughout the participants' college experience and included a variety of delivery methods. Randomized controlled trials (RCTs) and quasi-experimental studies. Sleep hygiene knowledge, sleep hygiene behavior and/or sleep quality. Literature including published and unpublished studies in the English language from January 1, 1980 through August 17, 2015. A search of CINAHL, CENTRAL, EMBASE, Academic Search Complete, PsychINFO, Healthsource: Nursing/Academic edition, ProQuest Central, PubMed and ERIC were conducted using identified keywords and indexed terms. A gray literature search was also performed. Quantitative papers were assessed by two reviewers using critical appraisal instruments from the Joanna Briggs Institute Meta-Analysis of Statistics Assessment and Review Instrument (JBI-MAStARI). Data were extracted using the JBI-MAStARI data extraction tool. Data extracted included interventions, populations, study methods and outcomes of significance to the review question and objectives. Meta-analysis was not possible due to limited studies and variability of design and interventions; therefore, results are presented in narrative form. This systematic review yielded three RCTs and one quasi-experimental study for inclusion. Two studies reported outcomes on sleep hygiene knowledge; one showing a statistically significant improvement (P = 0.025) and the other reported no difference (test of significance not provided). Two studies reported on sleep hygiene behavior; one showing no difference (P > 0.05) and the other reporting a statistically significant improvement (P = 0.0001). Four studies reported on sleep quality; three reporting no difference (P > 0.05) and the other reporting a statistically significant improvement (P = 0.017). This reviewed article identified insufficient evidence to determine the effectiveness of sleep education on sleep hygiene knowledge, sleep hygiene behavior or sleep quality in this population.

Promoting Sleep Health Among Families of Young Children in Head Start: Protocol for a Social-Ecological Approach.

Inadequate or poor quality sleep in early childhood impairs social–emotional and cognitive function via effects on the developing brain and increases obesity risk via hormonal and endocrine effects. The prevalence of short sleep duration, behavioral sleep problems, and sleep-disordered breathing among children aged 3 to 5 years is 20% to 50%. Healthy sleep habits increase sleep duration and prevent behavioral sleep problems. Awareness of sleep-disordered breathing symptoms leads to its timely treatment. We designed a study that aims to empower families whose children are in early childhood programs with the knowledge and skills needed to obtain healthy sleep and to recognize a sleep problem. We used the social–ecological framework to guide individual, interpersonal, organizational, community, and policy interventions. This study builds on the Sweet Dreamzzz, Inc, Early Childhood Sleep Education Program (ECSEP) in Head Start. A stepped-wedge–cluster randomized trial will test effects on child, parent, and classroom outcomes; a policy evaluation will assess the impact of knowledge-translation strategies. The study has 3 aims. The first is to adapt educational materials into multimedia formats and build the capacity of Head Start agencies to implement the study. The second aim is to enroll 540 parent–child dyads in a primary prevention trial of sleep health promotion in Head Start and to analyze effects on children’s sleep duration (primary outcome); parents’ knowledge, attitudes, self-efficacy, and behavior; and children’s sleep difficulties. The third aim is to conduct a secondary prevention feasibility study of screening and guidance for sleep problems. Secondary outcomes are changes in classroom behaviors and policies. Integrating sleep health literacy into early childhood programs could affect the life-course development of millions of children.

Putting Children's Sleep Problems to Bed: Using Behavior Change Theory to Increase the Success of Children's Sleep Education Programs and Contribute to Healthy Development.

Sleep is critical for the healthy development of children, yet most children simply don’t get enough. Whilst school based sleep education programs have been developed for parents and their children, they have had mixed success. We consider how existing school-based sleep education programs can be improved by applying a broader model to behaviour change theory. We find that the mixed success of school-based sleep education programs may be due to a plausible but misleading assumption that simply increasing information about the importance of sleep and the risks of insufficient and/or inefficient sleep, will necessarily result in improved sleep behaviours. We identify the potential benefits of using a more inclusive behavior change theory in the development of sleep education programs with a particular need for theories that incorporate the multiple biological, environmental and social impacts on children’s sleep. Bronfenbrenner’s Bioecological model is presented to illustrate how one such inclusive behavior change theory could significantly improve the success of sleep education programs and ultimately support the healthy development of children.

Pilot test of a six-week group delivery caregiver training program to reduce sleep disturbances among older adults with dementia (Innovative practice).

The purpose of the pilot program was to examine the adaptability and feasibility of a modified group-delivery sleep education program (NITE-AD) designed to reduce nocturnal disturbances in community-dwelling older adults with dementia. We recruited seven caregivers of persons with dementia from two adult day care centers in South Florida into a six-week group program at adult day care centers. A trained sleep educator taught caregivers about the impact of aging and dementia on sleep and how non-pharmacological interventions such as increasing light, regular exercise, and sleep hygiene strategies can improve sleep in persons with dementia. The curriculum incorporated ongoing problem solving and goal setting. Results suggest improvement in caregiver depression and persons with dementia sleep problems. Caregivers reported that the program provided them support and valuable strategies that they will continue to apply. Educating caregivers in a group setting about non-pharmacologic strategies for managing sleep may reduce caregiver burden and improve sleep among persons with dementia.

School-based sleep education program improves sleep and academic performance of school-age children

Study objectiveThe objective of this study was to develop and evaluate the effectiveness of a school-based sleep education program aimed at improving the sleep and academic performance of school-age children. MethodsUsing a community-based participatory research approach, we created a school-based sleep education program, “Sleep for Success”™ (SFS), composed of four distinct modules that addressed the children, their family and community, the school staff, and decision makers within the school setting. Implementation was carried out in three elementary schools. Seventy-one students participated in the evaluation of the program. The effectiveness of the SFS program was evaluated using non-randomized controlled before-and-after study groups (intervention and control) assessed over two time points (pre- and post-program implementation). Before (baseline) and after implementation, sleep and academic performance were measured using actigraphy and report card marks, respectively. ResultsIn the intervention group, true sleep was extended by 18.2 min per night, sleep efficiency improved by 2.3%, and sleep latency was shortened by 2.3 min, and report card grades in mathematics and English improved significantly. No changes were noted in the control group. ConclusionParticipation in the sleep education program was associated with significant improvements in children's sleep and academic performance.

Effect of a sleep education program on sleep knowledge and habits in elementary and high school teachers

Abstract The influence of a sleep education program (SEP) on the knowledge, habits, quality of sleep, and daytime sleepiness was evaluated in 40 Brazilian elementary and high school teachers [Groups: Experimental (EG=26)/Control (CG=14)]. The Health and Sleep questionnaire, Pittsburgh Sleep Quality Index and sleep logs were applied to both groups, at baseline and in reassessment three weeks after a SEP with the EG. The methodology of the SEP was based on the Meaningful Learning theory proposed by Ausubel, consisting of four fortnightly meetings, lasting 4h each. After the program, the EG showed an increase in sleep knowledge and a reduction in coffee consumption near bedtime. Besides, 17% of teachers improved sleep quality in this group. However, no changes occurred in sleep schedules and sleepiness. Nevertheless, the positive results reinforce the need for sleep education programs with teachers to spread sleep knowledge in schools and improve the sleep quality in these professionals.

Sleep Beliefs And Circadian Typology Of Helping Professions Students

The aim of this study was to evaluate sleep beliefs in students of helping professions and to explore differences in sleep beliefs considering circadian typology. We have also investigated the relationship between sleep beliefs, self-assessment of awareness of healthy sleep recommendations and self-assessment of sleep quality. Moreover we have investigated the relationship of circadian typology with assessment of awareness of recommendations for healthy sleep and assessment of one's own sleep quality. This study was conducted online among 563 students from seven different study programmes of helping professions at the University of Zagreb, Croatia. Sleep beliefs were examined with Sleep Beliefs Scale (Adan et al., 2006) and circadian typology with Composite Scale of Morningness (Smith et al., 1989). The average percentage of correct sleep beliefs in helping professions students was 61%. The results showed low positive correlation between correctness of sleep beliefs and one's own assessment of awareness of healthy sleep recommendations. Greater self assessed sleep quality was associated with greater tendency toward morningness. The differences in the accuracy of sleep beliefs between students of different circadian typology was not found, neither was the correlation between accuracy of sleep beliefs and assessment of one's own sleep quality, nor the correlation between circadian typology dimension and assessment of awareness of healthy sleep recommendations. The results of our study implicate that university students, even those with some formal education on sleep physiology and psychology, could benefit from sleep hygiene education programs, both personally and professionally.

Efficacy of sleep education program based on principles of cognitive behavioral therapy to alleviate workers’ distress

We conducted a randomized controlled trial to investigate the efficacy of the sleep education program based on the principles of cognitive behavioral therapy for insomnia (CBT-I) in reducing psychological distress among workers with insomnia. Total of 130 daytime office workers in Japan with insomnia complaints were randomly assigned to an intervention or to a control group. Intervention consisted of a 60 min group session and a 30 min individual session for sleep hygiene, stimulus control, sleep restriction, and relaxation training. The occupational health physician of the workers’ office led both sessions. The primary outcome was change in the K6 score for psychological distress between baseline and 3 months after the intervention. The secondary outcome was change in severity of insomnia measured with the insomnia severity index (ISI). Data were analyzed using linear mixed models with baseline value as covariates. A subgroup analysis was conducted among participants with clinically significant psychological distress at baseline (K6 score ≥5). Intention-to-treat (ITT) analysis with multiple imputation showed that the effect size of the intervention was very small (0.10 for psychological distress and 0.20 for insomnia, respectively). However, subgroup analyses of high-stress individuals showed significant improvement in psychological distress (effect size = 0.37) and insomnia (effect size = 0.39). Our results suggest that 90 min sleep education program based on CBT-I principles led by an occupational health physician alleviated psychological distress in workers with insomnia complaints and high stress levels. Brief sleep education can be widely implemented to reduce distress in workers with insomnia.

Sleep education with self-help treatment and sleep health promotion for mental and physical wellness in Japan

The purpose of this article was to provide an overview of the effects of the sleep education with self-help treatment for student, teacher, and local resident and sleep health promotion for mental and physical wellness for elderly with actual examples of public health from the community and schools. Sleep education with self-help treatment in schools revealed that delayed or irregular sleep/wake patterns were significantly improved. Also, it was effective for improving sleep-onset latency, sleep satisfaction, mood during the morning, and daytime sleepiness. The strategy of this sleep education included the acquisition of the correct knowledge about sleep and the sleep-related behaviors that are important for improving sleep. Sleep health promotion that included short naps and exercise in the evening (Sleep health class) was effective in promoting sleep and mental health with elderly people. The interventions demonstrated that the proper awakening maintenance, keeping proper arousal level during the evening was effective in improving sleep quality. Furthermore, sleep management that included sleep education and cognitive-behavioral interventions improved sleep-related habits and the quality of sleep. In this study, a sleep educational program using minimal cognitive-behavioral modification techniques was developed. Mental and physical health was also improved with better sleep in the elderly. These results suggest that sleep health promotion is effective for mental and physical wellness for the elderly.

Sleep education in Korea

Sleep is a pivotal process that occupies almost one-third of humans’ lives. It is important for physical health, learning and memory, and emotional stability. Sleep problems, such as sleep loss, sleep fragmentation, insomnia, sleep apnea and restless leg syndrome, are associated with a variety of health problems. Such sleep problems are very common in Korea, and they are increasing the demand for sleep education and related clinical services. Many Koreans are aware of the importance of sleep, and this population mainly acquires sleep-related information through television and internet news stories. However, no organized sleep education program exists for the general public. Sleep education should be provided to all age groups because sleep problems can be found across the lifespan, even in babies. Here, I will briefly discuss the current status of sleep education in Korea and will suggest solutions to improve sleep education.

Sleep education in Hong Kong

Sleep is one of the basic human needs with a vital role in normal development and growth. However, sleep loss is a prevalent problem among school children and adolescents, leading to multiple academic and health consequences. Children and adolescents in Hong Kong who are under greater academic pressure and stress are found to sleep lesser than their western counterparts. Several local studies consistently demonstrated that Hong Kong schoolers are sleep deprived during school days with extensive sleep compensation during weekends. To combat this prevalent situation, sleep education program aiming at promoting healthy sleep practices is needed. This paper will review the rationale, efficacy and experiences of our large-scale school-based sleep education program in Hong Kong. In summary, our group conducted a clustered randomized school-based educational program with multilevel and multimodal sleep education program including town hall seminar, small class teachings, slogan and painting competitions and development of a sleep education website. The findings of our study conducted in the secondary schools suggested that school-based sleep education program was effective in increasing sleep knowledge, improving behaviors and psychological health as well as healthy lifestyle practice in adolescents, but it did not improve the sleep-wake pattern of the adolescents.

Undergraduate and postgraduate sleep education program for Nagasaki University of dentistry

We introduced a new curriculum at the Nagasaki University Faculty of Dentistry that focuses on “sleep disorders and disease” for fifth-year students in 2006. We verified the importance of having a fundamental knowledge of the physiology of sleep, diagnosis of obstructive sleep apnea (OSA), and both the medical and dental treatment methods for each clinical condition. However, we recognized that postgraduate education might be a more suitable stage for the integration of advanced knowledge after students have acquired a basic understanding of the physiological function of sleep. In response to the results, we innovated a new seminar consisting of a 60-min didactic lecture and a 2-h instructional practical training such as making an oral appliance, for postgraduate resident education in 2014. Consequently, this seminar resulted in the integration of deeper knowledge and enhanced learning in the establishment of dental-medical co-operation in OSA treatment.

The effectiveness of sleep education programs in improving sleep hygiene knowledge, sleep behavior practices and/or sleep quality of college students: a systematic review protocol

The effectiveness of sleep education programs in improving sleep hygiene knowledge, sleep behavior practices and/or sleep quality of college students: a systematic review protocol

The effectiveness of sleep education programs in improving sleep hygiene knowledge, sleep behavior practices and/or sleep quality of college students: a systematic review protocol.

REVIEW QUESTION / OBJECTIVE What is the effectiveness of sleep education programs in improving sleep hygiene knowledge, sleep behavior practices and/or sleep quality of college students? The review objective is to identify, appraise and synthesize the best available evidence on the effectiveness of sleep education programs in improving sleep hygiene knowledge, sleep behavior practices, and/or sleep quality versus traditional strategies. INCLUSION CRITERIA Types of participants This review will consider studies that include all undergraduate or graduate college students, male or female, and of all ages, cultures and ethnicities. All undergraduate and graduate college students will be considered for inclusion due to pre-existing behaviors and circumstances that occur when a student enters into the college environment, for example, late night sleep patterns due to studies and socializing as previously discussed in Background. Pre-existing knowledge on sleep hygiene practices, diagnoses and treatments are not considered in this systematic review as confounding variables as the entire population is exposed to the contexts and risks for poor sleep health. Types of intervention(s) This review will consider studies that evaluate formal sleep education programs that include a curriculum on sleep hygiene practices that is designed to facilitate sleep health including but not limited to: maintaining regular sleep wake times, limited alcohol, caffeine and nicotine use prior to bed time, regular sleep wake schedules, and sleep environments conducive to sleep. Formal educational delivery will include, for example: college courses/seminars that are delivered face-to-face, web-based computer programs, and/or a combination of these delivery methods. The formal sleep TRUNCATED AT 250 WORDS

Developing and Testing a Sleep Education Program for College Nursing Students.

The need to educate the future nursing workforce to increase understanding of healthy sleep practices, adverse health consequences of impaired sleep, and common sleep disorders is pressing. Unfortunately, education about sleep and sleep disorders has not been part of established undergraduate nursing curricula. This study developed a sleep education program for college nursing students and tested its effect on knowledge about sleep and sleep disorders. With a total time commitment of 10 hours, this program included three sequential components: traditional in-classroom teaching, guided online virtual self-learning, and interactive simulation-based discussion. This innovative education program was implemented in a core course offered to senior nursing students in spring 2013, and demonstrated its effectiveness in improving knowledge about sleep and sleep disorders. Translating into undergraduate nursing curriculum, it will lay a foundation for improving health care of patients and decreasing the health risks of nurses as care providers.

Lessons Learned from Sleep Education in Schools: A Review of Dos and Don'ts.

Sleep duration and quality are associated with negative neuropsychological and psychosocial outcomes in children and adolescents. However, community awareness of this is low and sleep education programs in schools are attempting to address this issue. Several studies now exist assessing the efficacy of these sleep education programs for improving sleep knowledge, sleep hygiene and sleep patterns. This paper presents these sleep education programs, most particularly, it presents the strengths and weaknesses of the current available studies in the hope that this can identify areas where future sleep education programs can improve. A systematic search of all school-based sleep education studies in adolescents was undertaken. Studies were scrutinized for author, teacher and participant comment regarding strengths and limitations of each study, which were then extracted and summarized. Two specific types of sleep education programs emerged from the review, those that sought to change sleep behavior and those that sought simply to disseminate information. Issues that dictated the strength or weakness of a particular study including who delivers the program, the theoretical basis, the tools utilized to measure sleep patterns, the content, and their capacity to engage students were assessed. Sleep education was considered important by teachers, students and parents alike. Future sleep education programs need to take into account lessons learned from previous sleep education efforts in order to maximize the potential for sleep education programs to improve the sleep health of our young people. A commentary on this article appears in this issue on page 595.

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

ObjectivesThe present study investigated the effectiveness of a school-based sleep education programme in improving key sleep behaviours, sleep knowledge, and sleep hygiene. Design and methodsA cross-sectional cluster-randomised controlled trial with two groups (Intervention and Control) and three assessment time points [baseline, immediately post intervention (6 weeks post baseline) and follow-up (18 weeks post baseline)] was employed. A total of 296 students (mean age = 12.2 ± 0.6 years; 59% female) from 12 schools in Adelaide, South Australia, were recruited, with 149 participants in the Intervention group and 147 in the Control group. The intervention consisted of four classroom lessons delivered at weekly intervals, followed by a group project on sleep topics, which students presented at a parental information evening. Sleep patterns were assessed objectively (actigraphy, n = 175) and subjectively (time-use recall, n = 251) at three time points. Sleep knowledge and sleep hygiene (n = 296) were also measured. ResultsGeneralised estimating equations were used to compare changes in the Intervention and Control groups. The programme increased time in bed by 10 min (p = 0.03) for the Intervention group relative to the Control group, due to a 10-min delay in wake time (p = 0.00). These changes were not sustained at follow-up. There was no impact on sleep knowledge or sleep hygiene. ConclusionInvestment in the sleep health of youth through sleep education is important but changes to sleep patterns are difficult to achieve. More intensive programmes, programmes with a different focus or programmes targeting different age groups may be more effective.

Evaluation of novel school-based interventions for adolescent sleep problems: does parental involvement and bright light improve outcomes?

ObjectivesThe current study aimed to evaluate school-based motivational sleep education programs (SEPs) with adjunct bright light therapy (BLT) and/or parental involvement (PI). DesignRandomized controlled trial. SettingSix high schools, matched on socio-economic status (SES). ParticipantsA total of 193 adolescents (mean age, 16.3 ± 0.4 years, 79%f). InterventionClasses were randomly assigned to (i) SEP + BLT, (ii) SEP + PI, (iii) SEP + BLT + PI, or (iv) classes-as-usual (CAU). Sleep education programs involved 4×50 minute classes (over 4 weeks) based on a Motivational Interviewing framework (Sleep Med 2011;12:246-251). Students in BLT groups attempted a weekend phase advance using portable green light LED glasses (500 nm; 506 lux). Parents of PI groups watched a series of 4 YouTube clips (2-3 minutes in length) outlining their adolescent's learning in class and how they could assist. Students in the CAU groups continued their regular classes. MeasurementsOnline questionnaires measuring sleep knowledge, sleep patterns (bedtime, sleep latency, total sleep time [TST], etc) and mood at preintervention and postintervention and 6-week follow-up. Intervention groups also completed a motivation-to-change questionnaire and provided qualitative feedback. ResultsImprovements in sleep knowledge (d = 0.59-0.88), sleep onset latency (d = 0.45-0.50), TST (d = 0.32-0.57), and mood (d = 0.24-0.46) were observed in all intervention groups relative to the CAU group. Similar improvements were observed in a subgroup of students identified as having delayed sleep timing (ie, sleep knowledge: d = 0.45-0.92; sleep onset latency: d = 0.59-0.82; TST: d = 0.82-1.18). Increases in motivation to regularize out of bedtimes, obtain morning bright light (BLT groups), and avoid sleeping-in on weekends occurred (all P < .005). ConclusionsThis motivational SEP produced meaningful and similar benefits for adolescents in all intervention groups. Longer BLT (ie, over school holidays) and more intensive parental inclusion should be investigated in future studies.