Effect of a blended learning mode of sleeping intervention for college freshmen

WANG Lianzhen; ZHAO Pei; YANG Xiaobo; SHI Huanxia

doi:10.16835/j.cnki.1000-9817.2023.04.016

Volume 44 Issue 4

Apr. 2023

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WANG Lianzhen, ZHAO Pei, YANG Xiaobo, SHI Huanxia. Effect of a blended learning mode of sleeping intervention for college freshmen[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2023, 44(4): 544-548. doi: 10.16835/j.cnki.1000-9817.2023.04.016

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WANG Lianzhen, ZHAO Pei, YANG Xiaobo, SHI Huanxia. Effect of a blended learning mode of sleeping intervention for college freshmen[J]. CHINESE JOURNAL OF SCHOOL HEALTH, 2023, 44(4): 544-548. doi: 10.16835/j.cnki.1000-9817.2023.04.016

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Effect of a blended learning mode of sleeping intervention for college freshmen

doi: 10.16835/j.cnki.1000-9817.2023.04.016

Faculty of Education, Beijing City University, Beijing(101399), China

Received Date: 2022-10-20
Rev Recd Date: 2023-02-03

Available Online: 2023-04-26

Publish Date: 2023-04-25

Abstract

Abstract

Objective To explore the impact of sleep education programs on freshman'sleep time, knowledge, attitudes, behavior and daytime sleepiness, so as to provide a reference for further improving the sleep status of college students. Methods By using the method of cluster sampling, freshmen were invited from a university in Beijing (288 at baseline, 187 at posttest and 108 at follow-up for experimental group (EG); 207 at baseline and 105 at posttest for control group (CG).The sleep education content was embedded into other courses and implemented in a blending learning mode for EG, lasting 10-weeks, while the CG received no intervention.Both groups were assessed using questionnaires at both baseline and 2 weeks after the intervention, and reassessed at 9 months follow-up after posttest for EG. Results After intervention, compared with CG, the weekday and weekend bedtime in EG was 21 min and 17 min earlier than that in CG respectively (t=-2.78, -2.15, P < 0.05).The sleep duration at night on weekday in EG was 19 min longer than that in CG (t=3.51, P < 0.01).In EG, the phenomenon of going to bed with electronic products before sleep, no delay in falling asleep, sleep knowledge, sleep attitude, sleep habit and daytime sleepiness were significantly better than those in CG (χ²/t=9.15, 2.82, 5.71, 3.98, 2.41, -4.90, P < 0.05).After intervention, comparing with that at baseline, the weekday and weekend bedtime in EG were significantly earlier by 11 min and 17 min respectively (t=3.50, 3.67, P < 0.01), the sleep duration at nights on weekdays and weekend increased by 13 min and 18 min, respectively (t=-3.01, -3.67, P < 0.05), and the daytime sleepiness, going to bed with electronic products before sleep, no delay in falling asleep, sleep knowledge, sleep attitude and sleep habit were significantly improved (χ²/t=4.64, 15.19, -2.08, -9.31, -3.28, -2.14, P < 0.05).At the 9 months follow-up after the posttest, the bedtime on working day was significantly advanced by 8 min (t=2.00), the sleep duration at night on working day was prolonged by 9 min (t=-2.15), and the phenomenon of going to bed with electronic products before sleep and sleep knowledge were still significantly improved (χ²/t=21.50, -6.26)(P < 0.05). Conclusion Sleep education programs embedded in other courses and implemented in a blending learning mode can improve students'sleep knowledge, sleep attitude and some habits, and reduce daytime sleepiness.
- Education,
- Sleep,
- Intervention studies,
- Mental health,
- Students

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References(14)

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