Sleep Health Education for University Students

Overseen By Sarah Fakroune, M.A

Age: 18 - 65

Sex: Any

Trial Phase: Academic

Sponsor: Laval University

Must not be taking: Prescription sleep medication

Disqualifiers: Diabetes, Cancer, Cardiovascular disease, others

No Placebo Group All trial participants will receive the active study treatment (no placebo)

Compensation: Varies

Number of Visits: 3

60 Participants Needed

Trial Summary

Will I have to stop taking my current medications?

The trial does not specify if you need to stop taking your current medications, but you cannot participate if you use prescription sleep medication.

What data supports the effectiveness of the treatment Sleep health education for university students?

Research shows that sleep health education programs, like 'Sleep 101' and online courses, can improve students' knowledge about sleep and reduce harmful beliefs about sleep. These programs have also been linked to better sleep habits, such as falling asleep faster, which suggests they can help improve sleep quality in university students. ^{1 2 3 4 5}

Is sleep health education safe for university students?

The research articles provided do not contain specific safety data on sleep health education as a treatment, but they highlight the importance of good sleep for students' physical and mental health. Generally, sleep health education is considered safe as it involves teaching healthy sleep habits. ^{6 7 8 9 10}

How is sleep health education different from other treatments for sleep issues in university students?

Sleep health education is unique because it focuses on teaching students about healthy sleep practices and changing their beliefs about sleep, rather than using medication or other direct interventions. This approach aims to instill long-lasting habits and improve sleep quality through knowledge and behavior change, making it a cost-effective and preventive strategy. ^{2 6 11 12 13}

What is the purpose of this trial?

This study aims to evaluate the effectiveness of a psychoeducational intervention targeting the determinants of university students' sleep health. It is conducted as part of a doctoral research project. The intervention consists of three structured sessions delivered over three weeks, with additional online follow-ups. Each session lasts 1.5 hours and takes place in the evening, with a one-week interval between sessions. Session 1 focuses on providing fundamental knowledge about sleep health. Session 2 introduces behavioral strategies to improve sleep health and asks participants to implement behavior change intentions. Session 3 reviews the implementation of the intention, the changes made or not, and addresses the relationship between stress and sleep, along with coping strategies. Participants are required to complete online questionnaires and a sleep diary at multiple time points: before the intervention, immediately after, and up to three months post-intervention. These assessments measure sleep habits, beliefs about sleep, and mental health indicators. Participants are randomly assigned to one of two groups: Intervention group, which receives the psychoeducational program first. Waitlist control group, which completes an additional follow-up before receiving the intervention. The study design allows for a controlled evaluation of the intervention's impact on sleep-related behaviors and mental health outcomes.

Eligibility Criteria

This trial is for university students who have a learning disability and are interested in improving their sleep health. Participants should be willing to attend three evening sessions over three weeks, complete online questionnaires, and keep a sleep diary.

Inclusion Criteria

Students registered at Université Laval (either part-time or full-time)

With or without any sleep difficulties

Exclusion Criteria

I have been diagnosed with a chronic condition like diabetes or cancer.

I use prescription medication to help me sleep.

Currently with a suicidal risk

Timeline

Screening

Participants are screened for eligibility to participate in the trial

1-2 weeks

Intervention

Participants receive a psychoeducational intervention consisting of three structured sessions over three weeks, focusing on sleep health knowledge, behavioral strategies, and stress management.

3 weeks

3 sessions (in-person, 1.5 hours each)

Follow-up

Participants complete online questionnaires and a sleep diary to assess sleep habits, beliefs, and mental health indicators at multiple time points.

3 months

Process Evaluation

Evaluation of participants' comprehension, adherence, and the accessibility and relevance of intervention content immediately after the intervention.

1 week

Treatment Details

Interventions

• Sleep health education

Trial Overview The study tests a psychoeducational program designed to enhance sleep health among university students. It includes three structured sessions on sleep knowledge, behavioral strategies for better sleep, and stress coping mechanisms related to sleep.

Participant Groups

Group I: Waitlist control group Experimental Treatment 1 Intervention

Participants assigned to the waitlist control group complete a baseline assessment (T0), a second assessment after 3 weeks of waiting (T1), and then receive the intervention. They are assessed again after the intervention (T2) and at 3-month follow-up (T3). This design allows for pre- and post-intervention comparisons while ensuring delayed access to the program.

Group II: Intervention group Experimental Treatment 1 Intervention

Participants assigned to the intervention group will receive first the intervention. They will complete various assessment at baseline (T0), post-intervention after the 3 weeks of intervention (T1), and 3 months after the end of the intervention (T2).

Who Is Running the Clinical Trial?

Laval University

Lead Sponsor

Trials

439

Recruited

178,000+

Findings from Research

A simple education program that included a 90-minute lecture and a 2-week practice session significantly improved sleep knowledge and habits among 6th-year medical students, with notable enhancements in sleep quality and attitudes towards sleep management.

Students who participated in both the lecture and practice learning session showed greater improvements in sleep-related issues, such as nightmares and daytime sleepiness, compared to those who only attended the lecture, highlighting the effectiveness of hands-on practice in medical education.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

[Preparation and effect of a behavioral science-based education program for sleep improvement among medical students]. Ueda, M., Adachi, Y., Hayama, J., et al.[2011]

A psychoeducational program called 'Sleep 101' significantly improved sleep hygiene knowledge and reduced negative beliefs about sleep among college students, as shown by a study involving sleep log recordings and workshops.

Participants in the Sleep 101 program experienced shorter sleep onset times compared to those in the control group, suggesting that such brief educational interventions can effectively promote healthier sleep practices in young adults.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

A "Sleep 101" Program for College Students Improves Sleep Hygiene Knowledge and Reduces Maladaptive Beliefs about Sleep. Kloss, JD., Nash, CO., Walsh, CM., et al.[2022]

An online 10-week course significantly increased university students' sleep knowledge from a mean score of 3.0 to 4.2 out of 5, with 91% reporting greater knowledge at the 6-month follow-up.

While the course improved students' attitudes towards sleep and reduced sleep latency from 33.3 to 25.6 minutes, it did not lead to significant changes in overall sleep quality or behaviors, indicating a need for more comprehensive behavioral change strategies.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Impact of an Online Sleep and Circadian Education Program on University Students' Sleep Knowledge, Attitudes, and Behaviours. Semsarian, CR., Rigney, G., Cistulli, PA., et al.[2021]

References

1. Japan pubmed.ncbi.nlm.nih.gov

[Preparation and effect of a behavioral science-based education program for sleep improvement among medical students]. [2011]

2. United States pubmed.ncbi.nlm.nih.gov

A "Sleep 101" Program for College Students Improves Sleep Hygiene Knowledge and Reduces Maladaptive Beliefs about Sleep. [2022]

3. Netherlands pubmed.ncbi.nlm.nih.gov

Sleep education in medical school curriculum: a glimpse across countries. [2022]

4. Switzerland pubmed.ncbi.nlm.nih.gov

Impact of an Online Sleep and Circadian Education Program on University Students' Sleep Knowledge, Attitudes, and Behaviours. [2021]

5. United States pubmed.ncbi.nlm.nih.gov

Use of a supplementary internet based education program improves sleep literacy in college psychology students. [2021]

6. France pubmed.ncbi.nlm.nih.gov

Sleep quality of medical students and relationships with academic performances. [2023]

7. India pubmed.ncbi.nlm.nih.gov

The quality of sleep and daytime sleepiness and their association with academic achievement of medical students in the eastern province of Saudi Arabia. [2020]

8. United States pubmed.ncbi.nlm.nih.gov

Patterns and consequences of inadequate sleep in college students: substance use and motor vehicle accidents. [2022]

9. England pubmed.ncbi.nlm.nih.gov

Screen time and sleep among medical students in Germany. [2023]

10. United States pubmed.ncbi.nlm.nih.gov

Comparison of the Status of Sleep Quality in Basic and Clinical Medical Students. [2020]

11. Australia pubmed.ncbi.nlm.nih.gov

The need for sleep and circadian education in Australian high schools: incidental results from a survey of university students. [2022]

12. Australia pubmed.ncbi.nlm.nih.gov

Effectiveness of sleep education programs to improve sleep hygiene and/or sleep quality in college students: a systematic review. [2018]

13. United States pubmed.ncbi.nlm.nih.gov

Sleep Predicts Collegiate Academic Performance: Implications for Equity in Student Retention and Success. [2020]