The Effect of Sleep Hygiene Education on Sleep Hygiene Behaviors and Sleep Quality Among Associate Degree Students in the Health Sciences Participating in Clinical Practice: A Randomized Controlled Trial
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 100
- 试验地点
- 1
- 主要终点
- Change in Sleep Hygiene Index (SHI) Total Score
研究概览
简要总结
This randomized controlled trial evaluated the effect of a Transtheoretical Model-guided sleep hygiene education program on sleep hygiene behaviors, sleep quality, and sleep hygiene knowledge among associate degree health sciences students participating in clinical practice.
A total of 100 students enrolled in Operating Room Services, Dialysis, and Emergency Medical Services programs were randomly assigned in a 1:1 ratio to an intervention group or a control group. The intervention group received four weekly, face-to-face sleep hygiene education sessions, each lasting approximately 40 minutes, together with brief one-way WhatsApp reminders three times per week. The control group received no sleep-related educational intervention during the study period.
Assessments were conducted before randomization and after completion of the four-week intervention. Sleep hygiene behaviors were assessed using the Sleep Hygiene Index, sleep quality using the Pittsburgh Sleep Quality Index, and sleep hygiene knowledge using a researcher-developed Sleep Hygiene Knowledge Test. The study aimed to determine whether the structured educational intervention improved sleep hygiene behaviors and sleep quality compared with no intervention.
详细描述
This study was conducted as a pre-test-post-test, parallel-group randomized controlled trial to evaluate the effect of a Transtheoretical Model-guided sleep hygiene education program on sleep hygiene behaviors, sleep quality, and sleep hygiene knowledge among associate degree health sciences students participating in clinical practice.
The study included 100 students enrolled in the Operating Room Services, Dialysis, and Emergency Medical Services programs at a School of Health Services affiliated with a state university in northwestern Türkiye. Eligible participants provided written informed consent and completed baseline assessments before randomization. Participants were randomly allocated in a 1:1 ratio to an intervention group (n=50) or a control group (n=50) using a pre-generated simple randomization sequence.
The intervention group received a four-week, face-to-face sleep hygiene education program guided by the Transtheoretical Model. Four sessions were conducted on December 3, 10, 17, and 24, 2025. Each session lasted approximately 40 minutes. The sessions progressed from awareness and reflection on current sleep-related behaviors to preparation, goal setting, implementation of behavior-change strategies, and maintenance-oriented planning. The educational content included sleep hygiene principles, regular sleep schedules, caffeine and screen use, sleep environment, physical activity, stress management, relaxation strategies, and preparation of an individual sleep plan. Brief one-way WhatsApp reminders related to sleep hygiene were also sent to intervention-group participants three times per week during daytime hours. The control group received no sleep-related educational intervention during the study period.
Data were collected using the Student Life and Sleep Factors Questionnaire, Sleep Hygiene Index, Pittsburgh Sleep Quality Index, and a researcher-developed 10-item Sleep Hygiene Knowledge Test. The Sleep Hygiene Index was used to assess sleep hygiene behaviors, with higher scores indicating poorer sleep hygiene. The Pittsburgh Sleep Quality Index was used to assess sleep quality, with higher scores indicating poorer sleep quality. The Sleep Hygiene Knowledge Test was used as an intervention-specific measure of sleep hygiene knowledge.
The study procedure consisted of eligibility screening, informed consent, baseline assessment, randomization, intervention, and post-intervention assessment. After completion of the fourth educational session on November 28, 2025, post-test assessments were completed in both groups using the same outcome measures. Sleep hygiene behaviors and sleep quality were considered the main study outcomes, while sleep hygiene knowledge was evaluated as an additional outcome.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Treatment
- 盲法
- None (Outcomes Assessor)
盲法说明
Participants and the researcher delivering the educational intervention were not blinded to group allocation because of the nature of the intervention. Before statistical analysis, the groups were coded as Group 1 and Group 2, and the statistician performed the analyses without knowledge of which coded group represented the intervention or control group.
入排标准
- 年龄范围
- 18 Years 至 25 Years（Adult）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •- Being an associate degree student at the School of Health Services - Participating in hospital clinical practice - Being between 18 and 25 years of age - Scoring 30 or higher on the Sleep Hygiene Index (SHI) - Voluntarily agreeing to participate in the study - Providing written informed consent - Not having received any sleep hygiene education within the previous 3 months - Being able to participate regularly throughout the study process
排除标准
- •- Having a diagnosed sleep disorder - Having a diagnosed psychiatric condition that could affect mental health and/or regularly taking psychiatric medication - Having a chronic illness and regularly taking medication - Working night shifts or having an irregular sleep schedule - Being unable to participate regularly throughout the study process - Failing to comply with the study intervention
研究组 & 干预措施
Sleep Hygiene Education (Experimental Intervention Arm)
Participants randomized to the intervention group received four weekly face-to-face sleep hygiene education sessions in December 2025. Each session lasted approximately 40 minutes. The education was guided by the Transtheoretical Model and was supported by brief one-way WhatsApp reminders sent three times per week during daytime hours.
干预措施: sleep hygiene education (Behavioral)
Control Group
Students in the control group will not receive any educational intervention or message support during the study period; they will continue with their daily routines. Assessments are conducted at the same time points as the intervention group. After the study is completed, the same training materials will be made available to the control group.
结局指标
主要结局
Change in Sleep Hygiene Index (SHI) Total Score
时间窗: Baseline to post-intervention assessment after completion of the fourth weekly session (December 24, 2025)
Sleep hygiene behaviors were assessed using the Sleep Hygiene Index (SHI), a 13-item instrument scored on a 5-point Likert scale. Total scores range from 13 to 65, with higher scores indicating poorer sleep hygiene behaviors. The outcome was evaluated by comparing the change in SHI total score from baseline to the post-intervention assessment between the intervention and control groups.
Change in Pittsburgh Sleep Quality Index (PSQI) Total Score
时间窗: Baseline to post-intervention assessment after completion of the fourth weekly session (December 24, 2025)
Sleep quality was assessed using the Pittsburgh Sleep Quality Index (PSQI). The total score ranges from 0 to 21, with higher scores indicating poorer sleep quality. The outcome was evaluated by comparing the change in PSQI total score from baseline to the post-intervention assessment between the intervention and control groups.
次要结局
- Change in Sleep Hygiene Knowledge Test Score(Baseline to post-intervention assessment after completion of the fourth weekly session (December 24, 2025))
研究者
Dilek Gümüş
Assistant professor
Bilecik Seyh Edebali Universitesi