0374 A sleep health educational module for social work students is associated with improvements in sleep knowledge and sleep quality. (25th May 2022)

• Record Type: Journal Article
• Authors: Spadola, Christine; Groton, Danielle; Freeman, Katherine; Burke, Shanna; Hilditch, Cassie; Pandey, Abhishek; Littlewood, Kerry; Zhou, Eric; Bertisch, Suzanne
• Is Part Of: Sleep. Volume 45(2022)Supplement 1
• Page Start: A168
• Page End: A168
• Publication Date: 2022-05-25
• 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/zsac079.371
• Languages: English
• ISSNs: 0161-8105

Abstract

Abstract: Introduction: Insufficient sleep is highly prevalent, particularly among underserved groups. Social workers often work with underserved populations who are at risk for sleep deprivation and are well-positioned to promote healthy sleep behaviors. However, sleep health training is rarely integrated into social work curriculums. To address this gap, we developed and tested a 2-hour online sleep health educational intervention, designed to improve sleep-related knowledge among social work students. Methods: We recruited 106 social work students via a departmental listserve to participate in a 1-hour sleep education module. Pre-post module changes in knowledge and beliefs were assessed using the Sleep Beliefs Scale (SBS) and the Sleep Practices and Attitudes Questionnaire (SPAQ). We also assessed changes in self-reported sleep quality using the Pittsburgh Sleep Quality Index (PQSI). Wilcoxon Signed-Rank tests were used to assess pre- to post-module scores. We conducted qualitative research (open-ended questions and focus groups) to assess acceptability and to inform future module refinement. Results: Of the 106 students participating in the module, mean age was 28.3±8.8 yrs, 92.5% were female, 4.7% male, and 2.8% other. The sample was racially/ethnically diverse with 37.7% identifying as non-Hispanic White, 34.0% African American/Black, 22.6% Hispanic/Latino, 0.9% Asian, and 4.7% other. Ninety (84.9%) participants completed the questionnaires. Demographics did not differ between students who completed the training and those who did not. Students participating in the module reported improvements in the Sleep Beliefs Scale (Median=2.0, range: -4, 10 [positive change=increased knowledge]), the SPAQ (Median=-10, range: -37, 95 [negative change=increased importance of sleep]), and the Global PQSI Score (Median=-1, range: -7, 4 [negative change = improved sleep quality]). Qualitative data supported the module's acceptability and utility (e.g., "Not only will I adapt these healthy sleep habits, I will always ask my clients how they are sleeping!"). Suggestions for improvement included adding additional topics (e.g., over-the-counter sleep aids) and shortening the training duration. Conclusion: Participation in an online educational module was associated with not only improvements in sleep knowledge but also self-reported sleep among social work students, suggesting feasible ways to expand providers promoting sleep health. Support (If Any): American Academy of Sleep Medicine Foundation