Use of a Supplementary Internet Based Education Program Improves Sleep Literacy in College Psychology Students

Abstract

pertaining to healthy sleep. 7 Unfortunately, the amount of time devoted to information about sleep in these courses may be as little as one hour of lecture.In the past 10 years, use of the Internet among all segments of the population has been increasing rapidly. Educational uses have been growing and online college courses and degree programs are offered by many prestigious institutions. Educational Introduction: Knowledge regarding the importance of sleep in health and performance and good sleep hygiene practices is low, especially among adolescents and young adults. It is important to improve sleep literacy. Introductory psychology is one of the most highly enrolled courses at colleges and universities. This study tested the impact of an Internet-based learning module on improving sleep literacy in this venue. Methods: An Internet-based supplementary learning module containing sleep physiology and hygiene information was developed using content from the Harvard Medical School sleep educational website http://www.understandingsleep.org. Access to the module was provided as an extra credit activity for 2 of 4 sections (Supplemental Sleep, SS, N = 889) of an introductory college psychology course during their standard instruction on sleep and dreaming. The remaining 2 sections (Standard Instruction, SI, N = 878) only were encouraged to visit the website without further direction. Level of knowledge was assessed before and after availability to the module/website and at the end of the semester. Students were asked to complete a survey at the end of the semester inquiring whether they made any changes in their sleep behaviors.Results: Two hundred fi fty students participated in the extra credit activity and had data available at all testing points. Students in the SS Group had a signifi cant improvement in sleep knowledge test scores after interacting with the website in comparison to the SI group (19.41 ± 3.15 vs. 17.94 ± 3.08, p < 0.001). This difference persisted, although at a lower level, at the end of the semester. In addition, 55.9% of the SS group versus 45.1% of the SI group indicated that they made changes in their sleep habits after participation in the extra credit sleep activity (p < 0.01). The most common change was a more consistent wake time. S C I E N T I F I C I N V E S T I G A T I O N SP oor sleep habits are common among college students, and the prevalence of sleep problems is high.1-3 In a recent survey of students at a large public university, 33% of respondents had a sleep latency of more than 30 min, and a similar percentage reported being tired during the day.2 Approximately half of those surveyed reported using a sleep aid (white noise, fan, music, medication). Not surprisingly, energy drink consumption among college students also is high, with 51% using more than one drink per month. Two-thirds of those using energy drinks did so to mitigate the effects of insuffi cient sleep. Although there is some recognition among educators of the benefi ts of promoting better sleep habits among col...

The impact of an online prematriculation sleep course (sleep 101) on sleep knowledge and behaviors in college freshmen: a pilot study

“…Thus, the results are consistent with our previous study demonstrating a positive impact on sleep knowledge and behavior in a group of undergraduates enrolled in an introductory psychology course using an internet-based educational module (7). In addition, Kloss et al reported improvements in sleep hygiene knowledge and sleep quality four weeks after an in-person sleep educational intervention (12).…”

“…Thus, a sleep educational program delivered over the internet has the potential to reach large numbers of students. In a recent study, we demonstrated that an internet-based sleep learning module administered as component to an introductory college psychology course resulted in an improvement in sleep knowledge and changes in sleep habits (7). In an effort to provide a more comprehensive sleep educational intervention, we have developed an interactive internet-based sleep course, "Sleep 101."…”

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

“…Compared to students who were not enrolled in the course, the researchers found marginal effects for sleep quality and nap time, and emphasized the need for greater attention to insufficient sleep and daytime sleepiness. Quan and colleagues 30 found that an Internet supplement on sleep (delivered to undergraduates as part of their Introduction to Psychology course) resulted in small increases in sleep knowledge, more consistent wake times, and active attempts to increase their total sleep times relative to those in the control group. Trockel and colleagues 28 found that an 8-session, emaildelivered, cognitive-behavioral program yielded decreases in depressive symptoms and enhanced sleep quality among poor sleepers.…”

“…[27][28][29][30][31] Brown and colleagues' 27 one meeting Sleep Treatment and Education Program (STEPS) demonstrated improvements after 6 weeks in sleep hygiene practices and sleep quality among college students, compared to a control group. Their program was comprised of a 30-minute educational presentation delivered in an introductory psychology course and focused on sleep hygiene education procedures.…”

Is sleep a luxury that college students cannot afford?

“…[18][19][20][21] Apart from institutional changes, effective educational interventions can increase sleep duration and improve sleep habits from preschool to college students. [22][23][24] Now is the time to translate this research into implementation. Schools, including colleges and universities, need sleep-friendly policies and start times, based on the best practices for our students.…”