Sleep Hygiene Knowledge Research Articles

Association between sleep hygiene awareness and practice with sleep quality among Kuwait University students

University students are especially vulnerable to poor sleep quality. The aim of this study was to assess students' sleep hygiene awareness and sleep hygiene practices, and evaluate their sleep quality. The association of sleep quality with sleep hygiene awareness and practice was also explored. The median sleep quality score was 7; scores more than 5 indicate poor sleep quality. Hence, a large proportion of Kuwait University students experience a suboptimal level of overall sleep quality according to the Pittsburgh Sleep Quality Index criteria. Sleep hygiene knowledge among university students was relatively inadequate. Most respondents (60.9%) failed to recognize that taking a nap during daytime might be disruptive to sleep. Sleep quality was strongly correlated with sleep hygiene practice (Spearman rank correlation, rs=0.267, P<.001) but not with sleep hygiene knowledge. Medical students showed poorer sleep hygiene awareness and poor sleep quality compared with students from other universities. Logistic regression analysis showed that female sex (adjusted odds ratio [OR]=1.8, P<.001), college (OR=2.2, P<.001), grade point average (OR=2.8, P=.023), and sleep hygiene practice score were independently associated with sleep quality after adjusting for confounders. In conclusion, a large proportion of Kuwait University students experience poor sleep quality. Therefore, the development of sleep hygiene education programs as an intervention and prevention strategy is recommended. This will improve students' knowledge on the importance of adopting healthy sleep hygiene practices for better sleep quality and enhanced academic performance.

Sleep hygiene behaviours in Iranian adolescents: an application of the Theory of Planned Behavior.

Poor sleep quality and inadequate sleep in adolescents are a rising trend globally. The Theory of Planned Behaviour (TPB)-which centres on an individual's attitude toward performing the behaviour, subjective norms and perceived behavioural control-has been applied to examine sleep hygiene behaviours in young adults. We expanded on prior works by using a longitudinal design to examine the effects of TPB factors, together with sleep hygiene knowledge and planning constructs, on sleep hygiene behaviours and on sleep quality and health in a group of Iranian adolescents. A total of 1822 healthy adolescents (mean age=13.97) from 25 high schools in Qazvin, Iran, completed a self-reported survey at baseline and 6months later. Structural equationmodelling (SEM) was used to delineate the pathway from adolescents' sleep hygiene knowledge, TPB constructs of their behavioural intentions and sleep hygiene behaviours and their sleep quality and self-reported health. The SEM model demonstrated that although behavioural intention, coping planning and action planning predicted the sleep hygiene behaviours positively 6months later with acceptable model fit [comparative fit index (CFI)=0.936; Tucker-Lewis index (TLI)=0.902; root mean square error of approximation (RMSEA)=0.080; standardized root mean square residual (SRMR)=0.044], sleep hygiene knowledge did not predict behavioural intentions significantly. Sleep hygiene behaviours were associated with sleep quality and psychiatric wellbeing. Thus, the TPB, combined with coping and action planning, is useful in understanding the sleep hygiene behaviours of adolescents. Health-care providers may want to emphasize TPB constructs and coping and action planning to improve adolescents' sleep hygiene behaviours, rather than rely solely upon increasing adolescents' sleep hygiene knowledge.

College Students’ Prevalence of Sleep Hygiene Awareness and Practices

Research has consistently found that college students report short sleep length and poor sleep quality. As a result of their poor sleep quality, there is concern that college students may struggle with issues associated with academic performance, physical health, and mental health. Previous research has investigated a multitude of factors that may contribute to poor sleeping behaviors, including sleep hygiene awareness and practices. The current study found that participants were obtaining less than the recommended average hours of sleep. Results indicated an almost equal number of participants reported poor sleep quality, average sleep quality, and good sleep quality. Results also indicated that between 40-50% of the sample reported difficulties related going to bed, falling asleep, maintaining sleep, reinitiating sleep, and returning to wakefulness. Although participants in the present study reported sleep hygiene awareness, their knowledge is not associated with their sleep practices. Based on these results, it may be implied that improving or increasing sleep hygiene knowledge is not an intervention that would be effective in improving sleep hygiene practices.

The Effects of Sleep Hygiene Program on Sleep Quality in the Elderly Women

Objectives: This research was tried to investigate effects of implementation of sleep hygiene education to elderly women people living in some local communities on Pittsburgh sleep quality index, sleep hygiene knowledge and depression of elderly women. Methods/Statistical Analysis: This study used quasi-experimental study design. Eligible participants were female seniors aged 60 or older living in a local community. A total of 50 participants were assigned to an 8-session sleep hygiene program (n=25) or control group (n=25). The collected data materials were processed with SPSS 18.0 program. Descriptive statistical method χ 2 test, t-test, and Paired t-test were utilized. The outcome variables were sleep quality, depression, and sleep hygiene education. Findings: The findings showed that the program was effective in decreasing sleep disorder. This study experimental group and control group were tested for their homogeneity. As a result, the two groups showed no statistically significant difference in their family member cohabitation status and number of physical illnesses whereas their age and educational background showed significant difference. The homogeneity between experiment and control groups was tested before the experiment regarding the dependent variables of sleep quality and depression. And the sleep quality in experiment group was found at 12.8; and control group, 11.16, representing a significant gap (t=2.52, p=.02). The depression status of experiment group was found at 4.56; and control group, 4.88, showing no significant gap (t=-.27, p=.79). Through the result of impact of sleep hygiene program on sleep quality in the elderly women, Pittsburgh sleep disorder score in participation group was much lower than in non-participation group (t=2.34, p<.05).The depression status represented no significant difference. Level of sleep hygiene knowledge and satisfaction of the program of participation group was increased after program. Improvements/Applications: Sleep hygiene program is helpful to acquire life habit knowledge that is needed to improve quality of sleep and to improve quality of sleep.

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.

Cognitive and Behavioral Factors Associated With Insomnia in Inpatients With Schizophrenia and Related Psychoses.

This study examines cognitive and behavioral factors linked to insomnia in individuals with schizophrenia and other psychotic disorders (with and without insomnia) and healthy controls (with and without insomnia). Fifty-five psychiatric inpatients and 66 healthy controls (n = 25 with insomnia in both groups) completed the Insomnia Severity Index, Thought Control Questionnaire for Insomnia-Revised, Dysfunctional Beliefs and Attitudes about Sleep scale, Sleep Hygiene Knowledge scale, and Beliefs about Causes of Sleep Problems questionnaires. Both insomnia groups demonstrated night-time rumination, aggressive suppression as a thought control strategy, and exaggerated views regarding the health consequences of poor sleep. In addition, the psychiatric group with insomnia frequently reported the causes of insomnia to be related to their illness (rather than to their lifestyle factors) and had an incomplete understanding of good sleep habits. Psychological interventions should be more commonly pursued as a first line of treatment for insomnia in schizophrenia and psychosis, and these should be adapted to address the unique knowledge gaps and cognitive style of patients.

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

A “Sleep 101” Program for College Students Improves Sleep Hygiene Knowledge and Reduces Maladaptive Beliefs about Sleep

Sensitizing young adults about sleep hygiene knowledge and helpful sleep attitudes may have the potential to instill long-lasting healthy sleep practices. Towards these ends, evaluation of psychoeducational program “Sleep 101” tailored to college students was undertaken. Following two weeks of sleep-log recordings, participants were randomly assigned to a Sleep 101 (experimental) condition or a sleep monitoring (control) condition. The Sleep 101 condition was comprised of two 90-minute workshops aimed to educate students about healthy sleep practices, helpful thoughts about sleep, and ways to improve sleep. The sleep monitoring group received a sleep hygiene handout and completed sleep logs for the study duration. Sleep 101 participants endorsed fewer maladaptive beliefs and attitudes about sleep, increased sleep hygiene knowledge, and reduced sleep onset latency compared to the sleep monitoring participants. Brief psychoeducational courses may be a cost-effective way to alleviate current, and/or prevent future, sleep problems in young adults.

Sleep education improves the sleep duration of adolescents: a randomized controlled pilot study.

To determine the feasibility and pilot a sleep education program in New Zealand high school students. A parallel, two-arm randomized controlled pilot trial was conducted. High school students (13 to 16 years) were randomly allocated to either a classroom-based sleep education program intervention (n = 15) or to a usual curriculum control group (n = 14). The sleep education program involved four 50-minute classroom-based education sessions with interactive groups. Students completed a 7-day sleep diary, a sleep questionnaire (including sleep hygiene, knowledge and problems) at baseline, post-intervention (4 weeks) and 10 weeks follow-up. An overall treatment effect was observed for weekend sleep duration (F 1,24 = 5.21, p = 0.03). Participants in the intervention group slept longer during weekend nights at 5 weeks (1:37 h:min, p = 0.01) and 10 weeks: (1:32 h:min, p = 0.03) compared to those in the control group. No differences were found between groups for sleep duration on weekday nights. No significant differences were observed between groups for any of the secondary outcomes (sleep hygiene, sleep problems, or sleep knowledge). A sleep education program appears to increase weekend sleep duration in the short term. Although this program was feasible, most schools are under time and resource pressure, thus alternative methods of delivery should be assessed for feasibility and efficacy. Larger trials of longer duration are needed to confirm these findings and determine the sustained effect of sleep education on sleep behavior and its impact on health and psychosocial outcomes. A commentary on this article appears in this issue on page 793.

Cognitive Behavioral Therapy for Insomnia Outcomes in Women After Primary Breast Cancer Treatment: A Randomized, Controlled Trial

To examine the effect of cognitive-behavioral therapy for insomnia (CBTI) on sleep improvement, daytime symptoms, and quality of life (QOL) in breast cancer survivors (BCSs) after cancer treatment. A prospective, longitudinal, randomized, controlled trial. Oncology clinics, breast cancer support groups, and communities in Colorado. 56 middle-aged BCSs with chronic insomnia. Women were randomly assigned to CBTI or behavioral placebo treatment (BPT) and completed measures of sleep, QOL, functioning, fatigue, and mood at baseline, postintervention, and at three- and six-month follow-ups. Sleep outcomes (e.g., sleep efficiency, sleep latency, total sleep time, wake after sleep onset, number of nightly awakenings); secondary variables included sleep medication use, insomnia severity, QOL, physical function, cognitive function, fatigue, depression, anxiety, and sleep attitudes or knowledge. Sleep efficiency and latency improved more in the CBTI group than the BPT group; this difference was maintained during follow-up. Women in the CBTI group had less subjective insomnia, greater improvements in physical and cognitive functioning, positive sleep attitudes, and increased sleep hygiene knowledge. No group differences in improvement were noted relative to QOL, fatigue, or mood. Nurse-delivered CBTI appears to be beneficial for BCSs' sleep latency/efficiency, insomnia severity, functioning, sleep knowledge, and attitudes more than active placebo, with sustained benefit over time. Oncology nurses are in a unique position to identify insomnia in cancer survivors. When sleep disturbances become chronic, nurses need to make recommendations and referrals.

Sleep Hygiene Education

Although sleep hygiene education represents a promising approach for patients with poor sleep quality, little research has been devoted in understanding the sleep hygiene behavior and knowledge of working women. The purpose of this study was to investigate the efficacy of a short-term sleep hygiene education program on working women with poor sleep quality. This pilot study was a prospective and an exploratory intervention study. The intervention was tested on 37 selected working women with poor sleep quality in the community. The Pittsburgh Sleep Quality Index (score > 5) was used to identify working women with poor sleep quality. After a pretest to assess sleep quality, researchers implemented a 5-week sleep hygiene education program that addressed good sleep environments/habits, emotional stress, the influence of diet/alcohol/tobacco on sleep, exercise, and alternative therapies. Tests administered midway through the program and after program completion provided the data used to analyze effective sleep quality changes. Results showed sleep hygiene education to improve participant sleep quality significantly (p < .001). The sleep quality of all participants improved over both the 3- and the 5-week education program. The six components of the Pittsburgh Sleep Quality Index (i.e., subjective sleep quality, sleep latency, sleep duration, sleep disturbances, use of sleeping medication, and daytime dysfunction) also improved. A brief and effective sleep hygiene education program delivered by a nurse can improve sleep quality in working women with sleeping problems.

Relationship of Sleep Hygiene Awareness, Sleep Hygiene Practices, and Sleep Quality in University Students

College students are known for their variable sleep schedules. Such schedules, along with other common student practices (eg, alcohol and caffeine consumption), are associated with poor sleep hygiene. Researchers have demonstrated in clinical populations that improving sleep hygiene knowledge and practices is an effective treatment for insomnia. However, researchers who have examined relationships between sleep hygiene and practices in nonclinical samples and overall sleep quality have produced inconsistent findings, perhaps because of questionable measures. In this study, the authors used psychometrically sound instruments to examine these variables and to counter the shortcomings in previous investigations. Their findings suggest that knowledge of sleep hygiene is related to sleep practices, which, in turn, is related to overall sleep quality. The data from their regression modeling indicated that variable sleep schedules, going to bed thirsty, environmental noise, and worrying while falling asleep contribute to poor sleep quality.

Ethnicity, Sleep Hygiene Knowledge, and Sleep Hygiene Practices.

We tested the mean differences in scores on Sleep Hygiene Knowledge and on Sleep Hygiene Practices among four ethnic groups of university students (N = 963). We computed significant main effects for ethnicity for both of these variables. Primarily the results reflect that the Euro-American students scored significantly higher on both scales than each of the other three groups.

ETHNICITY, SLEEP HYGIENE KNOWLEDGE, AND SLEEP HYGIENE PRACTICES

We tested the mean differences in scores on Sleep Hygiene Knowledge and on Sleep Hygiene Practices among four ethnic groups of university students (N = 963). We computed significant main effects for ethnicity for both of these variables. Primarily the results reflect that the Euro-American students scored significantly higher on both scales than each of the other three groups.

Knowledge and practice of sleep hygiene techniques in insomniacs and good sleepers

An instrument was developed to assess sleep hygiene knowledge and practice in 44 sleep-onset insomniacs, 49 sleep-maintenance insomniacs and 50 good sleepers. Multivariate ANOVAs revealed that insomniacs had more general sleep hygiene knowledge than good sleepers, but practiced it less often. Sleep-onset and sleep-maintenance insomniacs had equivalent hygiene awareness, but the former group had less healthy hygiene practices. Hygiene knowledge was most deficient regarding the effects of nicotine, sleep medication, alcohol and exercise; hygiene practice needed most improvement in the areas of regular exercise, prebedtime relaxation and managing prebedtime worry. The results suggest that poor sleep hygiene is not a primary cause of insomnia; however, behavior therapists should continue to include this element in treatment to help insomniacs avoid exacerbation cycles.