0246 Improve Sleep in College Students Through Lifestyle Change Assignment. (27th May 2020)

• Record Type: Journal Article
• Authors: Carter, P
• Is Part Of: Sleep. Volume 43(2020)Supplement 1
• Page Start: A94
• Page End: A94
• Publication Date: 2020-05-27
• Subjects: Sleep -- Physiological aspects -- Periodicals; Sleep disorders -- Periodicals; Sommeil -- Aspect physiologique -- Périodiques; Sommeil, Troubles du -- Périodiques; Sleep disorders; Sleep -- Physiological aspects; Sleep -- physiological aspects; Sleep Wake Disorders; Psychophysiology; Electronic journals; Periodicals; 616.8498
• DOI: 10.1093/sleep/zsaa056.244
• Languages: English
• ISSNs: 0161-8105

Abstract

Abstract: Introduction: Emerging adults experience a 'new found freedom' in college. Many are making decisions about their sleep-wake cycles leading to ineffective patterns. Poor sleep in college students is influenced by non-modifiable (class time, course assignments) and behavior based (sleep schedule, screen time, exercise and diet) factors. Change is difficult! However, GPA is a great student motivator. This project developed and tested the acceptability of a guided lifestyle change assignment for sleep. Methods: Undergraduate students at a Southern USA R-1 University who were enrolled in a signature course (Sleep: Are We Getting Enough?) were eligible. Context: Twice weekly lectures presented scientific findings related to sleep science and applied findings to human experiences. Intervention: students completed a guided lifestyle change assignment for sleep. Students indentified a specific sleep related behavior to change (change goal) over a 1 month period (November), submitted an initial lifestyle change plan, three progress reports, and a final reflection. Results: 800 students participated over 6 years (Fall semesters 2014–2019). Students were primarily female (56%) and nine majors were represented. Goals were grouped into 4 lifestyle foci (Exercise, Screen time, Sleep Schedule, Diet). Progress reports identified barriers and facilitators and plans to address these. Final reflections evaluated overall performance and major takeaways. Qualitative perceptions and quantitative outcomes will be presented in detail. Additionally, discussions of unanticipated outcomes and guidance for incorporating this assignment into existing courses will be presented. Conclusion: College students can make positive changes to improve their sleep. Guidance to identify and address facilitators and barriers to change is important to create and sustain change. Motivations to change are different for emerging adults vs. older populations. It may be that the most effective way to improve sleep quality in college students is to 'attach a grade' to the activity. Support: