Rigney Gabrielle, Blunden Sarah, Maher Carol, Dollman James, Parvazian Somayeh, Matricciani Lisa, Olds Timothy
University of South Australia, Alliance for Research in Exercise, Nutrition and Activity (ARENA), Sansom Institute for Health Research, North Terrace, Adelaide, SA 5001, Australia.
Central Queensland University, Appleton Institute, PO Box 42, Goodwood, SA 5034, Australia.
Sleep Med. 2015 Jun;16(6):736-45. doi: 10.1016/j.sleep.2015.02.534. Epub 2015 Mar 10.
The present study investigated the effectiveness of a school-based sleep education programme in improving key sleep behaviours, sleep knowledge, and sleep hygiene.
A 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.
Generalised 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.
Investment 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.
本研究调查了一项基于学校的睡眠教育计划在改善关键睡眠行为、睡眠知识和睡眠卫生方面的有效性。
采用横断面整群随机对照试验，分为两组（干预组和对照组），有三个评估时间点[基线、干预后立即（基线后6周）和随访（基线后18周）]。招募了南澳大利亚阿德莱德12所学校的296名学生（平均年龄 = 12.2 ± 0.6岁；59%为女性），干预组有149名参与者，对照组有147名。干预包括每周一次的四节课堂课程，随后是一个关于睡眠主题的小组项目，学生们在家长信息晚会上展示。在三个时间点客观地（活动记录仪，n = 175）和主观地（时间使用回忆，n = 251）评估睡眠模式。还测量了睡眠知识和睡眠卫生（n = 296）。
使用广义估计方程比较干预组和对照组的变化。与对照组相比，该计划使干预组的卧床时间增加了10分钟（p = 0.03），这是由于起床时间延迟了10分钟（p = 0.00）。这些变化在随访时没有持续。对睡眠知识或睡眠卫生没有影响。
通过睡眠教育投资青少年的睡眠健康很重要，但改变睡眠模式很难实现。更密集的计划、重点不同的计划或针对不同年龄组的计划可能更有效。
