0801 IDENTIFYING CURRENT PRACTICES AND OPPORTUNITIES FOR STRENGTH-BASED INTERVENTIONS TO IMPROVE UNIVERSITY STUDENTS’ SLEEP HABITS ANDOUTCOMES: A CAMPUS-WIDE SURVEY
Notice bibliographique
Résumé
For many students sleep deficiency is a routinely accepted part of university. This is concerning; we know that sleep deficiency exerts a significant toll on students’ physical and emotional health, and decreases their capacity for critical academic skills including learning, memory and problem solving. Research clearly demonstrates the relationship between sleep deficiency in college and university students and risk-taking behaviours such as drink driving, mental health conditions including suicidality, depression and anxiety, decreased self-efficacy, substance misuse, binge drinking and excessive caffeine consumption, smoking and high rates of social media use. Many university students bring poor sleep habits and pre-existing sleep disorders into their pursuit of higher education. Compounding these pre-existing factors are new social and financial pressures, increased anxiety, and sleep-disruptive living environments. Students sacrifice sleep in pursuit of higher grades and academic achievement regardless of evidence that self-reported sleep quality and frequency significantly predict grades. We carried out a campus-wide anonymous internet survey determining students’ self-reported sleep patterns, sources of advice for sleep problems, current sleep promoting practices, and preferred mechanisms to receive new information assisting with sleep problems. 1,294 students (78.0% undergraduates; 87.5% living off-campus, 77.5% female) from the University of Alberta, Canada participated. 30.5% reported sleeping less than 6.5 hours a night; 66.5% stated they had insufficient sleep; 80.6% reported they had not sought help. Those that did seek help turned to family/friends and physicians for the most part. The three most frequent behaviours students used to aid sleep were reading a book, listening to music, and adjusting the heat. Participants’ preferences for receiving more information were predominately short-online video clips with an option to contact someone for one-to-one more personalized advice. Although widely reported, students seldom sought help for sleep problems. Students already practice several sleep strategies (reading books for example) that, employing a strengths-based behavioural change intervention, could potentially be modified providing evidence-based sleep promoting strategies. Department of Occupational Therapy, Faculty of Rehabilitation Medicine, University of Alberta
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».