Institute for Human Development, Northern Arizona University, PO Box 5630, Flagstaff, AZ 86011, USA.
Center for World Health, College of Nursing and Health Innovation, Arizona State University, 500 North 3(rd) St., Phoenix, AZ, 85004, USA.
Sleep Health. 2020 Apr;6(2):220-231. doi: 10.1016/j.sleh.2019.12.008. Epub 2020 Feb 8.
This study explored the feasibility and acceptability of a sleep health education intervention for caregivers of children with developmental disabilities (DD).
This mixed-methods pilot study utilized repeated measures and caregiver interviews.
The intervention occurred in the homes of caregivers who live on the Navajo Nation.
Fifteen caregivers of children with DD aged from birth to 3 years old participated.
The intervention consisted of three 1-hour home-based sessions. Educational modules were tailored to specific sleep issues of the caregiver and their child(ren), as well as the unique environmental and cultural features of Navajo families.
Quantitative measures included a sleep habits questionnaire, pre- and postmeasures of learning, and the SF-12 HRQoL. Quantitative data were analyzed with frequencies and repeated measures analyses with p .05. Qualitative comments regarding facilitators and detractors to healthy sleep were transcribed verbatim and categorized into themes.
Caregiver sleep duration increased by 2 hours (5.8±1.8 to 7.8±1.9, p = .005). Caregivers also reported improved physical (45.0±8.2 to 52.8+8.7 p = .001) and mental HR-QoL (41.8±8.9 to 49.3±10.9, p = .002), and enhanced knowledge of sleep disorders (13.4±4.0 to 20.7±5.6) and healthy sleep habits (15.7±4.1 to 25.4±3.4 each p = .005). Many participants reported better sleep quality in their children with earlier bedtimes and less night waking.
Findings suggest that this tailored sleep education program is a culturally responsive approach to promoting caregiver sleep health and HR-QoL, as well as the sleep health of their children. Caregivers credited improved sleep to the support they received during visits and text messaging.
本研究探讨了针对发育障碍（DD）儿童照顾者的睡眠健康教育干预措施的可行性和可接受性。
这项混合方法的初步研究采用了重复测量和照顾者访谈。
干预发生在居住在纳瓦霍族保留地的照顾者家中。
15 名照顾者，其照顾的患有 DD 的儿童年龄从出生到 3 岁。
干预包括三次 1 小时的家庭为基础的课程。教育模块针对照顾者及其子女的特定睡眠问题，以及纳瓦霍家庭的独特环境和文化特征进行了定制。
定量测量包括睡眠习惯问卷、学习前和后测以及 SF-12 HRQoL。定量数据通过频率和重复测量分析进行分析，p 值小于 0.05。关于促进和阻碍健康睡眠的有利因素和不利因素的定性意见被逐字转录并分类为主题。
照顾者的睡眠时间增加了 2 小时（5.8±1.8 至 7.8±1.9，p=0.005）。照顾者还报告称，他们的身体（45.0±8.2 至 52.8+8.7，p=0.001）和精神 HR-QoL（41.8±8.9 至 49.3±10.9，p=0.002）得到了改善，他们对睡眠障碍（13.4±4.0 至 20.7±5.6）和健康睡眠习惯（15.7±4.1 至 25.4±3.4，p=0.005）的了解也得到了提高。许多参与者报告说，他们的孩子更早入睡，夜间醒来的次数减少，睡眠质量更好。
研究结果表明，这种定制的睡眠教育计划是一种促进照顾者睡眠健康和 HR-QoL 以及其子女睡眠健康的文化响应方法。照顾者将睡眠质量的提高归功于他们在访问和短信中得到的支持。
