Sleep Research Group, Charles Perkins Centre, University of Sydney, Camperdown, NSW 2006, Australia.
Appleton Institute of Behavioural Science, Central Queensland University, Wayville, SA 5034, Australia.
Int J Environ Res Public Health. 2021 Sep 28;18(19):10180. doi: 10.3390/ijerph181910180.
University students consistently report poor sleep. We conducted a before-and-after study to evaluate the impact of an online 10-week course on undergraduate students' sleep knowledge, attitudes, and behaviours at 6-month follow-up. Data were collected via baseline course surveys (August-September 2020) and follow-up surveys distributed via email (February-March 2021). = 212 students completed baseline surveys and = 75 (35%) completed follow-up. Students retained to follow-up possessed higher baseline sleep knowledge and received higher course grades. At the 6-month follow-up, sleep knowledge had increased (mean score out of 5: 3.0 vs. 4.2, < 0.001). At baseline, 85% of students aimed to increase their sleep knowledge and 83% aimed to improve their sleep. At follow-up, 91% reported being more knowledgeable and 37% reported improved sleep. A novel Stages of Change item revealed that 53% of students' attitudes towards their sleep behaviours had changed from baseline. There was a reduction in sleep latency at follow-up (mean 33.3 vs. 25.6 min, = 0.015), but no change in the total Pittsburgh Sleep Quality Index score. In summary, completion of an online course led to increased sleep and circadian knowledge and changed sleep attitudes, with no meaningful change in sleep behaviours. Future interventions should consider components of behavioural change that go beyond the knowledge-attitudes-behaviour continuum.
大学生普遍报告睡眠质量差。我们进行了一项前后对照研究，以评估在线 10 周课程对本科生睡眠知识、态度和行为的影响，在 6 个月的随访中进行评估。数据通过基线课程调查（2020 年 8 月至 9 月）和通过电子邮件分发的随访调查收集（2021 年 2 月至 3 月）。212 名学生完成了基线调查，75 名（35%）完成了随访。保留随访的学生基线睡眠知识较高，课程成绩较高。在 6 个月的随访中，睡眠知识有所增加（5 分制平均得分：3.0 对 4.2，<0.001）。在基线时，85%的学生希望增加睡眠知识，83%的学生希望改善睡眠。在随访时，91%的学生报告说他们更有知识，37%的学生报告说睡眠质量有所改善。一项新的变化阶段项目显示，53%的学生对其睡眠行为的态度从基线开始发生了变化。随访时的入睡潜伏期缩短（平均 33.3 对 25.6 分钟，=0.015），但匹兹堡睡眠质量指数总分没有变化。总之，完成在线课程导致睡眠和昼夜节律知识增加，并改变了睡眠态度，而睡眠行为没有明显变化。未来的干预措施应考虑超越知识-态度-行为连续体的行为改变因素。
